3rd international conference on positive behavior support expanding

March 23–25, 2006Reno Hilton, Reno, NV

3rd INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT

SCIENCE, VALUES, AND VISION

ExpandingWorld of PBS:

The

AGENDA

University of Oregon, Educational andCommunity Supports (ECS)

University of Nevada Reno

Positive Behavior Support-Nevada (PBS-NV)

www.apbs.org

Division of Applied Research & Educational Support (DARES)Department of Child & Family Studies, Louis de la Parte Florida Mental Health, Institute University of South Florida

SPONSORED BY:

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

Kansas Institute forPositive Behavior Support,University of Kansas Schiefelbusch Institutefor Life Span Studies

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Agenda at a Glance

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Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

Table of Contents

WednesdayMarch 22

ThursdayMarch 23

FridayMarch 24

SaturdayMarch 25

A.M. 7:00 am – 6:00 pmRegistration/Information

7:00 am – 8:00 amOrientation for Families

8:00 am – 9:10 amWelcome/Keynote Session

9:30 am – 10:45 amSession A

11:00 am – 12:15 pmSession B

APBS Website Meeting

8:00 am – 5:00 pmRegistration/Information

8:30 am – 9:45 amSession F

10:00 am – 11:15 amSession G

11:30 am – 12:45 pmSession H

8:00 am – 4:30 pmRegistration/Information

8:30 am – 12:30 pmHalf-Day

Skill Building Workshops(pre-registration required)

8:30 am – 4:30 pmFull-Day

Skill Building Workshop(pre-registration required)

P.M.1:00 pm – 4:30 pm

APBS Board of DirectorsMeeting

5:00 pm – 7:00 pmRegistration/Information

5:00 pm – 6:00 pmOrientation for Families

7:00 pm – 8:30 pmVolunteer Orientation

Meeting

1:30 pm – 2:45 pmSession C

3:00 pm – 4:15 pmSession D

APBS MembershipMeeting

4:30 pm – 5:45 pmSession E

6:30 pm – 8:00 pmReception andPoster Session

2:00 pm – 3:15 pmSession I

3:30 pm – 4:45 pmSession J

1:00 pm – 5:00 pmHalf-Day

Skill Building Workshops(pre-registration required)

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Agenda at a Glance

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Table of Contents

Agenda at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside front cover

Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Thank You to Sponsoring Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

APBS Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Association for Positive Behavior Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Conference Notes and General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Conference Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Thursday Conference Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Welcome and Opening General Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Thursday Sessions A-E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Thursday Poster Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Friday Conference Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Friday Sessions F-J . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Saturday Skill-building Workshops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Index to Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Floor Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover

Your AgendaThis agenda book contains all the information you need to get the most out of the Third International Conference on Positive Behavior Support. If you have any questions, please visit the Grand Ballroom or Arcade Level Information Desks. Conference staff are happy to explain program options and help you navi-gate your agenda book.

Each day of the conference contains an Agenda at a Glance as well as a full listing of breakout session presentations. Following each agenda are short descriptions of the day’s events complete with information about time and location.

Looking for a particular presenter? You can find presenters by referring to the index at the back of this agenda book.

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Welcome

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Thank You

Hello and thank you for coming!On behalf of the Association for Positive Behavior Support (APBS), I welcome you to our third international conference. Once again, we are happy to provide opportunities for professionals, researchers, family members, and consumers to network with one another and build partnerships that make a constructive difference in people’s lives. As always, the conference sessions will emphasize practical applications, research breakthroughs, and new ways of looking at issues through the lens of positive behavior support. It is the fervent desire of APBS to promote progressive community and family-based practices that improve quality of life for people with behavior challenges and their loved ones.

This year, the many featured speakers, presentations, poster sessions, topical interest groups, panels, and skill-building workshops are organized into several strands to reflect the diverse interests of you, our members. The strands are: individual student supports, individual supports for children and adults, school-wide systems, classrooms, autism, families, community, academics, professional training, multicultural issues, mental health, and early intervention. In addition, we hope that you will take the opportunity to become an APBS “activist.” To that end, please consider attending the member-ship meeting on March 23rd at 3:00 pm so that you can learn more about becoming involved in the many standing commit-tees that direct the future course of APBS. Also, you will havea chance to help improve outreach and information dissemina-tion by attending the APBS.ORG Website development session on March 23rd at 11:00 am. Finally, if you are not already a

member of APBS, we urge you to consider becoming a member at this year’s conference so that you may begin to realize the benefits of membership (e.g., a subscription to the quarterly Journal of Positive Behavior Interventions, the APBS Newsletter, and reduced rates at our annual conference).

This conference was made possible because of the skill, ingenuity, and passion of so many APBS members, as well as our Conference Coordinator, Mary Staley, and numerous volunteers. The Conference Committee, consisting of Cindy Anderson, Rachel Freeman, Glen Dunlap, and Bobbie Vaughn, put in countless hours over the past 10 months to create a program that meets the needs and interests of people seeking to combine serious science with best practice.

Finally, let me thank all of you for the opportunity to have been APBS President these past three years. It has been an honor and a highlight of my career to serve so many good people of high character and integrity. I leave this position knowing that APBS will flourish under great leadership and with a growing, enthusiastic membership. I hope to see you at next year’s conference, March 8–10, 2007, in Boston!

Warmest wishes,

Edward Carr, Ph.D.Outgoing President

2006 APBS Conference Committee:Cynthia M. Anderson, University of OregonGlen Dunlap, University of South FloridaRachel Freeman, University of KansasBobbie Vaughn, University of South Florida

Local Area Committee:Gene Dunlap, University of South FloridaWendy Firestone, Washoe ARCDon Jackson, Sierra Regional Center and PBS-NVCristin Johnston, PBS-NV

Expanding World of PBS:SCIENCE, VALUES, AND VISION

The3rd INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT

Flo La Roy, Nevada P.E.P.Matt Tincani, UNLVRobin Williams, Sierra Regional CenterStephanie Yates, Reno, NV

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Welcome

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Thank You

We thank the following co-sponsors for helping to make the 2006 APBS Conference possible:

Division of Applied Research & Educational Support (DARES)Department of Child & Family Studies, Louis de la Parte Florida Mental Health Institute,

University of South FloridaThe Division of Applied Research and Educational Support (DARES) is an organization comprised of research, training, and dissemination projects, located in the Department of Child and Family Studies at the Florida Mental Health Institute. The Institute seeks to increase awareness of issuesin mental health and improve the formulation and imple-mentation of public policy. Much of the research is availableto the public via online or print publications.Website: www.fmhi.usf.edu.

OSEP Technical Assistance Center on Positive Behavioral Interventions and SupportsThe Technical Assistance Center on Positive Behavioral Interventions and

Supports (PBIS) has been established by the Office of Special Education Programs, U.S. Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. Project Website: www.pbis.org.

Positive Behavior Support-Nevada (PBS-NV)Positive Behavior Support-Nevada (PBS-NV) is a statewide program that helps families, agencies, and schools to support individuals with disabilities and challenging behavior. PBS-NV is

sponsored by The Task Force for the Fund for a Healthy Nevada, The University Center for Excellence in Disabilities at University of Nevada Reno, and participating Nevada organiza-tions. PBS-NV provides training, consultation, and technical support to educators, agency staff and families.

Kansas Institute for Positive Behavior Support, University of Kansas Schiefelbusch Institute for Life Span Studies The Kansas Institute for Positive Behavior Support (KIPBS) is part of the

Kansas University Center on Developmental Disabilities within the Life Span Studies Center. The purpose of the Institute is to train professionals to facilitate intensive individualized positive behavior support plans and implement systems change at the organizational and statewide level. Website: www.kipbs.org

University of Nevada RenoNevada University Center for Excellence in Disabilities (NV UCED) creates a bridge between science and practice by sharing research-based best practice evidence with communities. The NV UCEDs mission is to work cooperatively with consumers (people with disabilities, family members, etc.),

agencies, and programs to assist Nevadans of all ages with disabilities to be independent and productive citizens, fully integrated into their communities. This mission is accom-plished by honoring the diversity of people with disabilities, their families, and those who serve them. The principles of self-determination, family-centered care, and cultural competence are reflected in the ways the NV UCED provides service, training, and technical assistance; conducts research; and disseminates information.

University of Oregon, Educational and Community Supports (ECS)ECS is a research unit within the College of Education at the University

of Oregon that has operated since 1972. ECS focuses on the development and implementation of practices that result in positive, durable and scientifically substantiated change in the lives of individuals with disabilities and their families. Federal and state funded projects support research, teaching, dissemi-nation and technical assistance activities. Research groups affiliated with ECS currently focus on positive behavior support, inclusive schools, transition, and adult services. Website: www.uoecs.org

A special thanks goes to the Dawn Yates Black 1992 Charitable Annuity Trust for their generous contribution to the APBS conference.

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APBS Exhibitors

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About APBS

Exhibit HoursThursday, March 239:00 am – 5:00 pm Exhibits Open

Friday, March 248:00 am – 4:00 pm Exhibits Open

Brookes Publishing409 Washington Avenue, Suite 500Baltimore, MD 21285-0624Phone: 410-337-9580Fax: 410-337-8539Email: [email protected] Website: www.brookespublishing.comReceive 20% off and free shipping on all titles, including Ted Carr’s book, “Communication-Based Intervention for Problem Behavior,” and coming soon from Brookes Publishing, “Parenting with Positive Behavior Support,” by Meme Hieneman.

Devereux Florida5850 T.G. Lee Boulevard, Suite 400Orlando, Florida 32822Phone: 407-812-4555, ext. 207Fax: 407-816-6481Email: [email protected] Website: www.devereaux.orgDevereux is the largest not-for-profit provider of mental health and developmental disabilities services for youth in the country. Devereux Florida served over 12,000 children and families in 2005, providing treatment in a range of settings including community outreach, residential treatment, a dual diagnosis center, and a psychiatric hospital for children.

IRIS Media, Inc.258 E. 10th StreetEugene, OR 97401Phone: 877-343-4747Fax: 541-683-4335Email: [email protected] Website: www.lookiris.comIRIS Media’s research-based, multimedia staff development train-ing programs provide K-12 staff with practical ways to improve school climate and increase student cooperation by using posi-tive behavior support and functional assessment principals.Training programs are developed with funding from the NationalInstitute of Health in collaboration with experts in the field.

Mental Health Resources44 W. Bridge StreetCatskill, NY 12414Phone: 518-943-3559Fax: 518-943-7793Email: [email protected] Health Resources will provide a comprehensive selection of books and other resources from a wide variety of publishers. This extensive bookstore will include books written and edited by conference presenters, as well as many other titles on PBS and related issues. Many titles will be offered at a fraction of their original cost. Don’t miss this opportunity to build your personal or professional library. Purchase orders, checks and credit cards will be accepted.

Positive Behavioral Solutions, Inc.15 Walnut LaneFletcher, NC 28732Phone: 919-924-3461 or 828-684-7788Email: [email protected] Website: www.positive-solutions.netPositive Solutions (www.positive-solutions.net) is web-based software based on the principles of PBS. The software facili-tates functional assessment data collection, storage and analysis; increases the opportunity for collaborative program planning, implementation, and monitoring; and provides for automated record keeping and service accountability. It also reduces paperwork, meeting time, and travel time.

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APBS Exhibitors

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About APBS

APBS Board of Directors

Cynthia AndersonEducational & Community SupportsUniversity of Oregon

Jacki AndersonDepartment of Educational PsychologyCalfornia State University at East Bay

Linda BambaraDepartment of Education and Human Services, College of EducationLehigh University

Fredda BrownEducation and Community ProgramsQueens College

Edward Carr (outgoing)Department of PsychologySUNY at Stony Brook

Glen DunlapDepartment of Child and Family StudiesUniversity of South Florida

Randall De PryCollege of EducationUniversity of Colorado

Lucille EberIL PBIS NetworkLa Grange Park, IL

Rachel FreemanSchiefelbusch Institute for Life Span StudiesUniversity of Kansas

Rob Horner (outgoing)Educational and Community SupportsUniversity of Oregon

Donald KincaidDepartment of Child and Family StudiesUniversity of South Florida

Tim LewisDepartment of Special EducationUniversity of Missouri

Bobbie VaughnFlorida Mental Health InstituteUniversity of South Florida

Jennifer ZarconeStrong Center for Developmental DisabilitiesUniversity of Rochester Medical Center

Executive DirectorTim KnosterExceptionality ProgramsBloomsburg University

About APBSThe Association for Positive Behavior Support (APBS) is an international organization dedicated to the advancement of positive behavior support. The mission of APBS isto help individuals improve their quality of life and reduce problem behaviors by advancing the development and use of positive behavior support.

The Association is made up of professionals, family members, trainers, consumers, researchers, and administrators who are involved with and interested in PBS.APBS is a multidisciplinary association seeking members from all fields with interests in behavior support.

APBS is an active organization focusing its attention on dissemination, education, and public policy efforts. As such, we:

• Serve as an international forum for individuals interested in PBS

• Host a conference every year

• Support and promote the Journal of Positive Behavior Interventions

• Publish a quarterly newsletter

• Manage and link Websites on PBS practices, systems and examples

• Engage in policy development around the provision of behavior support

• Establish a directory of members to facilitate interaction among individuals interested in positive behavior support practices

• Work to establish national standards that define competency in the application of positive behavior support

• Encourage the training of professionals in PBS practices through the development of resource materials, and embed PBS content in relevant professional certificate and degree programs

• Promote access to state-of-the-art books and literature pertaining to PBS.

Membership Activities(All Attendees Are Welcome)

Thursday, March 2311:00 am – 12:15 pm B-15 APBS.ORG Website Teton Development Session3:00 pm – 4:15 pm D-12 APBS Membership Meeting Ruby6:00 pm – 8:30 pm Reception and Poster Session Grand Ballroom

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Notes & General Information

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Conference Strands

Reno, “The Biggest Little City in the World,” has a rich arts scene and year-round outdoor activities. We hope you plan to enjoy some of what Reno has to offer during your stay in Nevada. Please check with the hotel concierge for further information and suggestions.

Information Desks – Grand Ballroom Foyer and Arcade LevelPlease visit the Information Desks with any questions or concerns about the conference. You can also drop off or collect lost and found items at the Information Desks.

Endorsement PolicyThe presenters of the Third International Conference onPositive Behavior Support are expressing their own opinions andfindings that are not necessarily endorsed by the Association forPositive Behavior Support (APBS) or co-sponsors of this event. The APBS and co-sponsors of this event assume no liability for loss or risk that may be incurred as a consequence of the use and application of any such facts and opinions. Similarly, the APBS and co-sponsors do not necessarily endorse any of the exhibits, products and services presented at the conference.

Continuing Education CreditWe are pleased to offer CEUs to our participants. Please visit the Continuing Education Table for details.

Important: You must complete an application form and sign in at the Credit Sign-in Table each day that you attend the confer-ence in order to verify your attendance. CEUs are awarded toeach participant as follows based upon their professional organi-zation’s rules and guidelines. A $15 processing fee will apply.

PsychologistsThe University of South Florida (USF) Office of Continuing Education is approved by the American Psychological Associa-tion to sponsor continuing education for Psychologists. University of South Florida Continuing Education maintainsresponsibility for this program and its content. This program hasbeen reviewed and approved for 22, 60-minute contact hours.

Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling The University of South Florida (USF) Office of Continuing Education is an approved provider (#50-1232 exp. 3/31/07) of continuing education credit for clinical social work, marriageand family therapy, and mental health counseling. This programhas been reviewed and approved for up to 22.5, 50-minute contact hours.

Certified Addictions ProfessionalsThe University of South Florida (USF) Office of Continuing Education is an approved provider of CAP credits by the Florida Certification Board, Provider Number 147 Level A, exp. 3/2007. This program has been reviewed and approved for up to 22, 60-minute contact hours.

Board Certified Behavior Analyst™ (BCBA)BCBA Type 2 Continuing Education Credits are available for Certified Behavior Analysts. Application forms, sign-in sheets and general information can be found at the Credit Sign-In Table located in the Grand Ballroom Foyer.

Certified Behavior Analysts must verify attendance at all approved sessions. Hours of credit will be determined by the number of approved sessions the participant attends. The participant will be responsible for getting the appropriate sign-in and sign-out signatures from the session hosts at each session he/she attends. Visit the Credit Sign-In Table for a list of approved sessions, or look for the “*” symbol by the session descriptions within this agenda book.

Verification of AttendanceWe are pleased to offer Certificates of Attendance to those participants needing verification that they were present at the conference. A total of 15 credit hours are available for the Plenary and Conference Sessions (Thursday, March 23 and Friday, March 24, 2006). An additional 4 credit hours are available for the morning and afternoon half-day workshops and 7.5 hours are available for the full-day workshop. Certificates of Attendance can be picked up at the CreditSign-In Table as you leave the conference.

Room LocationsAll breakout session rooms are located on the Casino, Arcade and Mezzanine levels of the Reno Hilton. Refer to the Hotel Floor Plan on the inside back cover for further location details.

Conference Bookstore & Resource Center – Grand Ballroom FoyerPlan to visit the Conference Bookstore & Resource Center. You can browse and purchase books and publications authored by conference presenters and other leaders in the field. The bookstore is provided by Mental Health Resources.

Session and Conference EvaluationsEach conference session will be evaluated by session participants.Session hosts will have extra session evaluation forms that can be completed and turned in immediately after a presentation or at the Credit Sign-In Table. Please complete the overall confer-ence evaluation form located in your conference bag and turn it in at the Credit Sign-In Table as you leave the conference.

Thank you in advance for your evaluations. This feedback is important to our presenters and conference organizers.

Food ConcessionsThere are a number of dining options within the Reno Hilton. The hotel will provide concession carts for breakfast andlunch with a-la-carte items available for purchase. Concession carts will be on the Casino Level and in other public areas of the hotel.

Welcome to Reno, Nevada and the Reno Hilton!

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Notes & General Information

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Conference Strands

This year, the breakout sessions for the Third International Conference on Positive Behavior Support have been organized into strands to help you find the presentations you are most interested in attending. These strands include:

AcademicsPresentations in this strand demonstrate how PBS affects theacademic success of students. Particular emphasis is placed on integrating efforts focused on academic achievement within a comprehensive system of positive behavior support.

THURSDAY, MARCH 23B-10 Panel Integrating Academics into SWPBSE-01 Project PASS: A Model System for Early

Prevention of Reading and Behavioral FailureFRIDAY, MARCH 24

G-10 Interactions Between Academic Skills and Problem Behavior: Results from Current Research Studies

G-12 Invited The Morningside Model of Generative Instruction: A System of Research-based, Best Practices to Improve Student Achievement

H-13 Panel Gaps in the Literature: A Call for Research in Critical Areas

J-09 Exploring the Link Between Behavior and Literacy

POSTERP-40 Closing the Achievement Gap: A Practical

Middle School Approach Using PBIS

AutismPresentations in this strand highlight best practices in support-ing individuals within the autism spectrum. Some presenta-tions highlight empirical findings; others focus on technical assistance or model demonstrations.

THURSDAY, MARCH 23A-10 Planting Two Trees with One Seed: Communi-

cation Supports for Problem BehaviorD-01 Context-based Assessment and Intervention

for Problem Behavior in Children with Autism Spectrum Disorders

E-02 Invited Project DATA Grows Up: Planning for Students with ASD in Elementary School

FRIDAY, MARCH 24F-01 Jeff Strides Into AdulthoodF-04 A Statewide Model to Improve Educational

Services for Students with Autism Spectrum Disorder (ASD)

F-07 Including Peers to Increase Social and Play Skills for Children with Autism in School SettingsG-03 Invited 20 Ways to Address Behavior of Individuals

Across the Autism SpectrumG-05 Contextual Fit and Problem Behavior in

Children with Autism Spectrum DisordersH-02 Social Skills Training for Individuals with Asperger’s Disorder and Related Social DisabilitiesH-03 Functional Communication Training:

Fostering Communication in Natural Environments for Children with Autism

H-08 Invited Pivotal Response Teaching for Children with Autism

H-11 Practical Solutions for Supporting People with Disabilities and Alzheimer’s


I-05 Waking Up to a Better DayI-10 Panel Evidence-based Practice in Autism

POSTERSP-06 Moving Functional Communication Skills Beyond the Snack Table: Success Story of TwinsP-16 Supporting Students with Asperger’s Syndrome

and High-Functioning Autism in School Settings: A Team-based Approach

P-23 A Comprehensive Intervention for Teaching Shopping Skills to Adolescents with Autism

P-32 Increasing Independence and Appropriate Play for Children with Autism: A Classroom Example

P-37 Fathers and Positive Behavior Support: A Qualitative Study of Fathers’ Perceptions

P-42 Results of a PBS Team’s Social Skills Interventions Focusing on a Student with Autism

ClassroomsPresentations in this strand focus on how the principles and technology of PBS are implemented within classroom settings.

FRIDAY, MARCH 24H-01 Developing and Evaluating Class-wide Positive

Behavior SupportH-13 Panel Gaps in the Literature: A Call for Research in

Critical AreasPOSTERS

P-09 Research to Practice: Critical Steps in the Implementation of Positive Behavior Support

P-26 Fostering Positive Self-Esteem and Classroom Cohesiveness Using Class Meetings

Conference Notes & General Information (continued)

Family OrientationPersons with disabilities and their families are encouraged to attend one of the Family Orientation Sessions:

Wednesday, March 22, 5:00 pm – 6:00 pm Crystal 5Thursday, March 23, 7:00 am – 8:00 am Crystal 5

This orientation will provide opportunities to discuss the conference and learn about sessions that may be of particular interest to individuals with disabilities and their families.

Conference Strands

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Conference Strands

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Conference Strands

CommunityThe presentations in this category focus on PBS implemented in community settings and include statewide efforts that emphasize interagency collaboration. Additional statewide and interagency presentations can be found in the School-wide Systems strand.

THURSDAY, MARCH 23A-06 Critical Features of PBS Evaluation:

Benchmarks of Quality in NevadaA-08 Individual Positive Behavior Support in

Inclusive Settings Across the LifespanB-03 Invited The Process and Impact of PBS: A Longitudinal PerspectiveB-14 Treatment Integrity Within Applied Research

SettingsC-03 Evaluation of Statewide Positive Behavior

Support Implementation in KansasD-06 Invited Preventing Challenging Behavior by Increasing

Daily Enjoyment Among People with Severe Disabilities

FRIDAY, MARCH 24E-15 Rehabilitation Research and Training Center

(RRTC) on Positive Behavior Support State Trainer Networking Meeting

G-14 Panel Strategies for Funding PBS Implementation Within States


I-02 Panel Encouraging Interagency CollaborationJ-13 Creating Continuity for Community-based

PBS: Content Analysis of Three States’ Long-term Planning Processes

Early InterventionThe Early Intervention strand includes presentations about systems change efforts and case study presentations related to young children and PBS implementation.

THURSDAY, MARCH 23A-13 Transition Tools: Easing Adjustment to

Preschool for Young Children with Challenging Behavior

B-12 Partnering with Educators of Young Children to Develop Assessment-Based Interventions

C-12 Head Start Professionals’ Perceptions of SWPBSD-09 Positive Behavior Support for Toddlers with

Challenging Behavior in Typical RoutinesFRIDAY, MARCH 24

H-06 Case Study: Preliminary Results of an Early Childhood Day Treatment Pilot Program

I-13 Panel Early Intervention, PBS, and Systems ChangeJ-06 Weaving Our Rainbow Stories: Integrating

PBS into the Early Childhood CurriculumPOSTERS

P-35 Facilitating PBS in Preschool Classrooms: A Learning Coach Model

FamiliesFamily members interested in how PBS is implemented within home and community settings will find a variety of useful presentations in this strand.

THURSDAY, MARCH 23B-09 Positive Behavior is a Family Affair: Parent

Collaboration in Positive Behavior SupportC-04 Help! We Can’t Go Anywhere: How PBS Can Improve Challenging Behavior in Public SettingsC-07 Invited Acceptance and Commitment Therapy and

the Creation of Psychological Flexibility: Model, Outcomes, and Processes

C-08 Family Implementation of PBS: A Longitu-dinal, Single-case, Experimental and Descriptive Analysis

D-10 Panel Collaboration Between Families and Professionals

D-15 Applying Primary, Secondary, and Tertiary Prevention Strategies to Family Support Organizations

E-08 Integrating PBS into Family Lives: Under-standing Traditions and Empowering Parents

E-12 Practical Strategies for Supporting Families through Comprehensive PBS

FRIDAY, MARCH 24F-09 Integrating Positive Behavior Support and

Mental Health Approaches for Comprehensive Family-centered Intervention

G-08 Teaching Parents PBS Principles: Improving Problem Behaviors of Children with Disabilities at Home

H-09 Working with Reluctant Families: Combining PBS with Optimism Training


J-03 Outreach to Parents: Linking PBS-based Social Skills Instruction from School to Home

Individual StudentsThis strand emphasizes the use of PBS to support individual students within a school. The focus is on one or more specific students, rather than the school system.

THURSDAY, MARCH 23A-01 The PBS Data Analyzer: Going Beyond

Analysis to Impact Individual StudentsA-02 In Their Own Words: Behavioral Supports

That Work in Middle SchoolsC-01 Using Indirect and Direct Methods of

Functional Behavior Assessment in SchoolsC-02 Lessons From the Field: Positive Interventions

for Students with Challenging BehaviorsC-15 Implementation Fidelity of Individual PBS:

Early Results From a Time-series StudyD-07 Designing Behavioral Interventions Based

on a Constructional Approach: Building on Existing Repertoires

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Conference Strands

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Conference Strands

E-03 Does Individual PBS Work? Preliminary Data from a Randomized Control Group Study

E-11 Effectiveness Research on School-based Interventions for Children with Serious Behavior Problems

FRIDAY, MARCH 24F-03 Intervening with Chronic and Intense Student

Behavior: A Discipline Referral Process that Works

G-02 Educating Regular Teachers for Economies of ABC Practice in the Primary Classroom

G-13 Direct and Collateral Effects of The First Step to Success

H-12 Check in/Check out: Empirical Support for a Secondary-Level, Targeted Intervention


I-01 Functional Behavior Assessment in Schools: Useful Assessment Tool or Useless Compliance Tool?

I-08 Panel Transitioning from School to WorkJ-01 Program-level and Individual Positive Behavior

Support for High School Students with Disabilities

POSTERSP-03 Meet Madeline: A Middle Grade Exceptional

Student at RiskP-07 Functional Behavioral Assessment and Positive

Behavior Intervention Plans for Children with Tourette Syndrome and Related Disorders

P-08 Barriers and Enablers to Individualized PBS: Preliminary Data from a National Survey

P-13 Students Mentoring StudentsP-21 What Early Elementary Grade Teachers Say

About Prerequisite Skills They DesireP-25 Teaching Social Behaviors Within Academic

SubjectsP-28 Achievement Plus Class – Intervention for

Students who are At-Risk for Emotional and/or Behavioral Disorders

P-29 Adding Function-based Support to First Step to Success: A Single Case Analysis

P-31 Best Practices of Elementary School Teachers Who Successfully Involve Parents in Education

Individual SupportsThe Individual Supports strand includes presentations that focus on implementing PBS plans with children and adults in work, home, and community settings.

THURSDAY, MARCH 23A-03 Implementation of PBIS in a Children’s

Residential Mental Health Treatment ProgramA-12 Using Positive Behavior Support in Employ-

ment and Community Inclusion SettingsB-01 Beyond the Basics of Individualized Behavioral Supports: Twenty Years of Lessons Learned

B-04 Endorsing PBS Facilitators in Virginia: Building Capacity to Provide Behavior ConsultationC-09 Assessing the Impact of Medication Side

Effects on Problem BehaviorFRIDAY, MARCH 24

F-05 Use of Positive Behavioral Supports for Students with Disabilities in Postsecondary InstitutionsG-06 Invited Personal Paradigm Shifts and Treatment

Acceptability: A Comparison of PBS and ABA Experts

G-11 Effects of a Positive Behavioral Approach to Intensive Residential Treatment of Children and Adolescents


POSTERP-30 College Happiness: A Cohort Replication

Multi-culturalThere are a number of presentations in this strand that describethe implementation of PBS in other countries. Included in this strand are presentations that are related to cultural diversity and PBS implementation in the United States.

THURSDAY, MARCH 23A-05 Challenging Behavior and Positive Behavior

Support: Understanding Turkish FamiliesA-07 Challenges of Implementing Positive Behavior

Support in Culturally and Linguistically Diverse Populations

B-05 Turkish Teachers’ Classroom Experiences with Children with Challenging Behavior and Use of Positive Support

D-05 Greek Teachers’ PBS Training: Implications For Future Internationalization of PBS Within the European Union

E-06 Culturally Relevant Positive Behavior Support (CR-PBS)

FRIDAY, MARCH 24F-06 Using an Individual Schedule to Ease

Transitions: A Multi-Cultural PerspectiveH-13 Panel Gaps in the Literature: A Call for Research in

Critical AreasPOSTER

P-41 School-wide Positive Behavior Support and Student Perceptions of School Culture

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Conference Strands

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Conference Strands

Mental HealthThe presentations in this strand focus on physiologicalissues, health, and well-being. In addition, presentations are included that describe how PBS is implemented within mental health settings.

THURSDAY, MARCH 23A-09 Proactive Cognitive-Behavioral Approaches to Brain Disorders Resulting from Early Experience

FRIDAY, MARCH 24E-09 Can Psychiatric Disorders be Seen as

Establishing Operations?H-13 Panel Gaps in the Literature: A Call for Research in


P-19 Building a Safety Net for Students with Emotional/Behavioral Disorders and Their Families

School-wide SystemsPresentations in this strand highlight current work in school-wide positive behavior support. Emphasis is placed on efforts to “scale-up,” implement, and sustain PBS across multiple schools in districts and states.

THURSDAY, MARCH 23A-11 Invited Taking School-wide Positive Behavior Support

to ScaleA-14 Scaling-Up a Statewide PBS Initiative: An

On-Site, Training of Facilitators, DVD-Supported Approach

B-02 Moving from Training to Implementation: Across Individual Schools, Districts, andState-level Expansion

B-06 “Feel the Heat!” Miami-Dade County Makes School-wide Positive Behavior Support Work!

B-07 Improving Academic Skills Within a School-wide System of Positive Behavior Support

B-08 Linking Schoolwide PBS to Structural School Reform: The Schoolwide Application Model (SAM)

B-11 A 7-Year Statewide Implementation of School-wide PBS: Process, Outcomes, Lessons Learned, and Next Steps

B-13 PBIS: Maryland’s State and School System Implementation Strategies, Successes, and Outcomes

C-05 Digital Video & Secondary School PBS: Lights! Camera! It Works!

C-06 Discipline Codes of Conduct: An Essential Aspect of Positive Behavioral Support (PBS)

C-10 Panel High Schools and PBSC-11 Applying a Three-Tiered Model for Prevention

and Intervention of Behavioral DifficultiesC-13 Community and School-wide PBS in IowaC-14 Working Together: County and District-wide

PBS Coordination

D-02 The Triangle Within the Triangle: School-wide PBS in Alternative Educational Settings

D-03 You Say Your School is Supporting Positive Behavior: Let Your Data Do The Talking!

D-04 Facilitating Support for Positive Behaviour: The Infant and Early Childhood Response TeamD-08 Implementation, Sustainability, Replication, and Impact of PBS in Two Urban High SchoolsD-11 Intervention Fidelity and Related Effects with

Urban Elementary School StudentsD-13 Measuring School-wide Positive Behavior

Support Implementation: Development and Validation of the Benchmarks (BoQ)

E-04 Challenging Opportunities: Schoolwide Positive Behavior Support in Urban and Alternative Schools

E-07 Positive Behavior Support in High Schools: Use of Team Implementation Checklists

E-10 Factors Related to Successful and Unsuccessful Implementation of School-wide PBIS

E-13 Collaborative Brainstorming Session on Developing Leadership Level Training and Systems in School-wide PBS

E-14 Staff Development and the Validity of Measures that Evaluate Schoolwide PBS Outcomes

FRIDAY, MARCH 24F-02 Data-Based Decision-Making and Positive

Behavior Supports: A View from the Statewide Perspective

F-08 The Inside Scoop on Washoe County School District: How the Nation’s 51st Largest School District is Making Applied Behavior Analysis and Positive Behavior Support Work

F-10 Using Positive Behavioral Interventions and Supports as a Dropout Prevention Strategy: New Hampshire’s APEX Project

F-12 Using Data to Make Decisions at State, District and School Levels

F-14 Invited Sustaining and Expanding Implementation of School-wide Positive Behavior Support

G-01 Creating and Sustaining a District PBS Culture: District-level Implementation and Structures

G-07 Advanced Uses of School Wide Information System (SWIS) Data

G-09 Using Functional Assessment Procedures to Improve the Effectiveness of the Behavior Education Program (BEP)

H-05 Sustainability of Positive Behavior Supports in Schools: What Features are Necessary to Implement Durable Systems?

H-10 Panel Building Systems for Family Participation in SWPBS


H-14 Panel Building State and District Capacity to Implement SWPBS with Fidelity

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Conference Strands

I-06 Effectiveness of a Secondary Level Prevention Program for Urban, High-risk Students

I-07 From Inspiration to Perseverance: Making SWPBS Work in Las Vegas

I-09 School Factors that Influence the Implementa-tion of School-wide Positive Behavior Support

I-11 Striving for the Top: Implementing School-wide Interventions Targeting the Top 5%

I-14 Developing School-wide Consensus for Rules, Routines, Arrangement, and Effective Instruction

J-02 An Analysis of School Contextual Variables as Predictors for PBS Success

J-05 Scaling up Schoolwide Positive Behavior Support Statewide: The California Best Behavior Project

J-07 School-wide Behavior Support: Benefits of District-Wide Implementation

J-08 Improving Outcomes for ALL Students: Integration of Universal, Selected, and Tertiary Programming

J-10 Covering the Commonwealth: Addressing Diverse Demographic Issues that Affect Implementation of Effective Schoolwide Discipline Programs Across Virginia

J-11 Preparing Pre-service Educators to Implement Positive Behavior Support

J-12 Closing the Achievement Gap: Academic and Behavioral Strategies

J-14 Integrating Data-based Decisions into the Wraparound Process within a System of School-wide Positive Behavior Supports (PBS)

POSTERSP-01 School-wide PBS: Building Capacity Through

the Development of Pre-referral TeamsP-02 Defying the Odds: Creating Success with

Schoolwide PBS in High SchoolP-04 In Good Company: Inspiring Sustained Staff

Buy Into PBS WorkP-05 The Development, Implementation, and

Initial Findings of Three SWPBS Programs in East Tennessee

P-10 Making Effective Data Driven Decisions: PBS at the Middle School Level

P-11 Large Suburban High School uses PBS to Achieve a Cohesive School Environment

P-14 The Integration of Positive Behavior Support, School Transportation and Character EducationP-15 “If You Can’t Take the Heat……”: PBS in the

Urban CafeteriaP-17 Positive Behavior Supports-Nevada: Statewide

Training InitiativesP-18 Evidence-Based Approaches for Student

Success: An IDEA Whose Time Has ComeP-20 Building on Our Success in PBSP-22 The Arizona Behavioral Initiative: State-wide

Outcomes from 2001-2005

P-24 School-wide Positive Behavior Support-Proven Practices from Lee County, Florida

P-27 Why Try? Interventions that Provide Hope Through School-wide PBS

P-33 Clean Up This Mess: A School-wide PBS Plan to Reduce Litter on Campus

P-34 Implementation of School-wide PBS: Generalization into the Classroom?

P-36 The 4 Cs: Containing Contagion through Collaboration and Inclusion

P-38 Secrets and Lessons from the Arizona Behavioral Initiative Database Project

P-39 Implementing Self-Monitoring for GradesK–5 in a PBS Classroom Wide Setting

P-43 Clocklights: Affecting Group Behavior Using Immediate Feedback

P-44 Increasing Appropriate Lunchroom Behavior: A Praise Note System for Elementary Students

P-45 School-wide Screening for Students with Behavioral and Emotional Concerns

P-46 Building Capacity in the Big City: The Los Angeles Unified School District Experience

P-47 Integrating School, Family and Community Partnerships in SW PBIS

P-48 Data-driven Classroom-based Interventions within a School Wide PBS System

TrainingThis strand focuses on strategies for supporting professionals, family, and community members effectively as they learn to implement PBS.

THURSDAY, MARCH 23A-04 Behavioral Support Specialists: Description

and Outcomes of a Distance Education Capacity-Building Approach

D-14 Strategies for Training and Implementing PBIS Across Multiple Service Systems

FRIDAY, MARCH 24F-11 Panel Training and Curriculum in Positive Behavior

SupportF-13 Barriers to Implementing Positive Behaviour

Support in the US Capitol RegionH-13 Panel Gaps in the Literature: A Call for Research in


P-12 Online Versus Traditional Learning in a Behavior Management Class: An Interesting Comparison

APBS-SpecialThursday, March 23,

B-15 APBS.ORG Website Development SessionD-12 APBS Membership Meeting

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Thursday’s Conference Sessions

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THURSDAY, MARCH 23


Welcome/Keynote Session8:00 am – 9:10 am, Tahoe/Reno BallroomsThis session includes the keynote address by Edward Carr, Ph.D., Department of Psychology, State University of New York at Stony Brook.

APBS Invited Presentations and PanelsThis year, the 3rd International Conference on Positive Behavior Support has included a series of Invited Presentations and Invited Panels that reflect the different PBS topical strands. Thursday’s invited presentations and panels are listed below.

INVITED PRESENTATIONSA-11* Strand: School-wide SystemsTaking School-wide Positive Behavior Support to ScaleR. Horner, University of Oregon, Eugene, OR

B-03* Strand: Community, Individual SupportsThe Process and Impact of PBS: A Longitudinal PerspectiveG. Dunlap, University of South Florida, Tampa, FL

C-07* Strand: Families, Community, Mental HealthAcceptance and Commitment Therapy and the Creation of Psychological Flexibility: Model, Outcomes, and ProcessesS. Hayes, University of Nevada Reno, Reno, NV

D-06* Strand: Community, Individual SupportsPreventing Challenging Behavior by Increasing Daily Enjoyment Among People with Severe DisabilitiesD. Reid, Carolina Behavior Analysis and Support Center, Morgantown, NC

E-02 Strand: AutismProject DATA Grows Up: Planning for Students with ASD in Elementary SchoolI. S. Schwartz and C. A. Davis, University of Washington,Seattle, WA

INVITED PANELSB-10 Panel Strand: Academic, School-wide SystemsIntegrating Academics into SWPBSR. De Pry, University of Colorado, Colorado Springs, CO;K. Johnson, Morningside Academy, Seattle, WA; T. Scott, University of Florida, Gainesville, FL; B. Putnam, May Institute, Norwood, MA

C-10 Panel Strand: School-wide SystemsHigh Schools and PBSH. Bohanon, Loyola University of Chicago, Chicago, IL;J. Butterworth, University of Tennessee, Knoxville, TN; D. Bell, Principal of Houston County High School, Erin, TN; J. M. Malloy, University of New Hampshire, Durham, NH

D-10* Panel Strand: FamiliesCollaboration Between Families and ProfessionalsB. Vaughn and A. Duchnowski, University of South Florida, Tampa, FL; S. Hayes, University of Nevada, Reno, NV;J. Lucyshyn, University of British Columbia, Vancouver, BC, Canada

Reception/Poster Session6:30 pm – 8:00 pm, Grand Salon Tahoe/Reno BallroomsJoin us for networking and over 30 poster displays featuring a variety of positive behavior support research and practice. These poster presentations are listed beginning on page 24.

Breakout SessionsResearch findings and successful applications of PBS are presented in 75-minute sessions using a variety of presentation formats.

The sessions for Thursday are labeled A-1 through E-15 and are described in the pages that follow the Keynote Welcome.

Thursday at a GlanceMARCH 23, 20067:00 am – 6:00 pm Registration/Information7:00 am – 8:00 am Orientation for Families8:00 am – 9:10 am Welcome/Keynote Session9:30 am – 10:45 am Concurrent Session A11:00 am – 12:15 pm Concurrent Session B11:00 am – 12:15 pm APBS.ORG Website Development Development Session (Room: Teton)1:30 pm – 2:45 pm Concurrent Session C3:00 pm – 4:15 pm Concurrent Session D3:00 pm – 4:15 pm APBS Membership Meeting (Room: Ruby)4:30 pm – 5:45 pm Concurrent Session E6:30 pm – 8:00 pm Reception and Poster Session

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THURSDAY, MARCH 23


WelcomeKeynote Address*

The Expanding Vision of Positive Behavior Support: Happiness, Helpfulness, HopefulnessEdward Carr, Ph.D., Department of Psychology, State University of New York at Stony Brook, Stony Brook, NYEdward Carr, Ph.D., is Leading Professor in the Department of Psychology at the State University of New York at Stony Brook. Dr. Carr is internationally recognized for his

research on new treatments for autism and related disabilities. He is one of the co-developers of functional behavioral assessment and positive behavior support, a strategy for dealing with learning and behavior issues mandated by the Individuals With Disabilities Education Act. Dr. Carr is the author of the best-selling book, Communication-Based Intervention for Problem Behavior (Paul H. Brookes, 1994). He has received numerous awards including the Applied Research Award in Behavior Analysis (American Psychological Association, 2001), the Distinguished Research Award for Career Achievement (Association for Retarded Citizens, 1999), and a Certificate of Commendation (Autism Society of America, 1981). Dr. Carr is Past-President of the Association for Positive Behavior Support and a Fellow of the American Association on Mental Retardation as well as the American Psychological Association.

SESSION A9:30 am – 10:45 am

A-01 Carson 3Strand: Individual Students, School-wide SystemsThe PBS Data Analyzer: Going Beyond Analysis to Impact Individual StudentsA. McCart, N. Wolf and P. Griggs, University of Kansas, Lawrence, KS; R. Harsh, Software Outfitters, Overland Park, KS; L. Englebrick, Kansas School District, Kansas City, KSA unique web-based tool demonstrating how the use of individual students’ academic and behavioral profiles can be used to make effective data-based decisions for student success. Participants will have hands-on access to the tool.

A-02* Carson 4Strand: Individual StudentsIn Their Own Words: Behavioral Supports That Work in Middle SchoolsC. A. Young, University of Nebraska at Kearney, Kearney, NEParticipants will learn what behavioral supports were most important to six students with emotional behavior disorders: (a) management of academic frustration, (b) self-determination plans, and (c) encouragement from supportive relationships. Practical ideas will be presented.

A-03 CascadeStrand: Individual Supports, Mental HealthImplementation of PBIS in a Children’s Residential Mental Health Treatment ProgramL. Davis and E. Castillo, EMQ Children & Family Services, Campbell, CAWhy and how PBIS philosophy and practices were imple-mented to improve the quality of life of children with mental disorders and support the development of community based permanency plans.

A-04 Crystal 1Strand: Training, School-wide SystemsBehavioral Support Specialists: Description and Outcomes of a Distance Education Capacity-Building ApproachJ. Umbreit, J. Ferro, C. J. Liaupsin, D. Janney, G. Upreti andB. Stahr, University of Arizona, Tucson, AZ; L. Newcomer, University of Missouri, Columbia, MO; T. Lewis-Palmer, University of Oregon, Eugene, ORIncreasing the capacity of communities to provide PBS requires development of highly skilled practitioners to lead interventionefforts. This presentation describes the content and outcomes ofa web-based solution, the “Behavior Support Specialist” project.

A-05 Crystal 2Strand: Multi-cultural, Families, Individual SupportsChallenging Behavior and Positive Behavior Support: Understanding Turkish FamiliesD. Erbas, Erciyes University, Kayseri, Turkey; Y. Turan, San Diego State University, San Diego, CA; G. Dunlap, University of South Florida, Tampa, FLThis session will present survey data regarding Turkish parents’ perceptions of challenging behavior (e.g., underlying causes of problem behaviors). Furthermore, data on parents’ use of PBS and non-PBS strategies and their perceptions of the efficacy and feasibility of strategies will be shared.

A-06 Crystal 3Strand: Community, TrainingCritical Features of PBS Evaluation: Benchmarks of Quality in NevadaD. Jackson, Sierra Regional Center and PBS-NV, Sparks, NV;C. D. Johnston, Positive Behavior Support-Nevada, Reno, NV;N. Velasquez-Bryant, University of Nevada Reno-Research and Educational Planning Center, Reno, NVThis session will be a compilation of papers addressing the topic of program evaluation methods employed by PBS-NV in the assessment of the effectiveness of the Individual Team training process for individuals with developmental disabilities.

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THURSDAY, MARCH 23


Session A (cont.)9:30 am – 10:45 am

A-07 Crystal 4Strand: Multi-cultural, School-wide SystemsChallenges of Implementing Positive Behavior Support in Culturally and Linguistically Diverse PopulationsS. J. Goldberg, B. Krohn, Y. Turetsky and E. Buckman, Azrieli Graduate School - Yeshiva University, New York, NYData will be presented concerning the implementation of PBS in several multilingual schools with particular focus on the distinct challenges and practices that cultural and linguistic diversity present.

A-08 McKinleyStrand: Community, Individual SupportsIndividual Positive Behavior Support in Inclusive Settings Across the LifespanJ. L. Anderson, California State University at East Bay, Hayward, CA; S. Shepard, Avenues Supported Living Services, Valencia, CACase studies of children and adults illustrate how the integrationof PBS practices with person-centered planning and team building are used to improve quality of life, e.g., move from institution to own home.

A-09 Nevada 4–5Strand: Mental HealthProactive Cognitive-Behavioral Approaches to Brain Disorders Resulting from Early ExperienceG. R. Sappington and C. L. Perez, Oregon Technical Assistance Corporation, Salem, ORThis session will discuss the role of PBS in developing proactive and prosthetic supports for information processing deficits that result from childhood trauma and neglect. This session will progress from theory to recent research and into practical application.

A-10* Nevada 6–7Strand: AutismPlanting Two Trees with One Seed: Communication Supports for Problem BehaviorP. Mirenda, University of British Columbia, Vancouver, BC, CanadaThe purpose of this session is to summarize the research regarding the use of both augmented input and augmented output interventions, and to provide suggestions for their use in school and home settings.

A-11* Invited Presentation Nevada 8–9–10Strand: School-wide SystemsTaking School-wide Positive Behavior Support to ScaleR. Horner, University of Oregon, Eugene, ORThis session will focus on efforts to implement school-wide PBS within and across districts and states. Emphasis will be placed on the use of data to guide decision-making across multiple schools, and tools for effective data-based decision making will be presented.

A-12 RubyStrand: Individual Supports; CommunityUsing Positive Behavior Support in Employment and Community Inclusion SettingsE. Kelly and J. Dowling, Oregon Technical Assistance Corporation, Salem, ORThis session provides an overview of PBS in employment and community inclusion settings. Presenters will discuss supports and person-centered approaches utilized in three vocational settings: Sheltered Employment, Supported Employment and Alternative to Employment.

A-13 ShastaStrand: Early InterventionTransition Tools: Easing Adjustment to Preschool for Young Children with Challenging BehaviorB. J. Vaughn, University of South Florida, Tampa, FLThis interactive session will describe the use of transition tools for young children with challenging behavior to ease adjust-ment to preschool. Presenters will discuss sample materials and accompanying pilot data. Participants will practice the use of the tools through a case study format.

A-14 SierraStrand: School-wide SystemsScaling-Up a Statewide PBS Initiative: An On-Site, Training of Facilitators, DVD-Supported ApproachH. M. Knoff, State Improvement Grant, Arkansas Department of Education, Little Rock, ARAn evidence-based PBS approach (Project ACHIEVE), implemented nationwide and scaled-up across Arkansas through its Special Interest Group is described. The PBSS model, the importance of on-site consultation, a recently-developed PBSS DVD Series, and “Training of Facilitators” strategies are emphasized.

SESSION B11:00 am – 12:15 pm

B-01 Carson 3Strand: Individual SupportsBeyond the Basics of Individualized Behavioral Supports: Twenty Years of Lessons LearnedD. Crimmins, P. W. Smith and A. Bailey, Westchester Institute for Human Development, Valhalla, NY; A. F. Farrell, University of Connecticut, Stamford, CTThis session highlights solutions to common difficulties confronting teams conducting FBAs and implementing BIPs, including critical issues in beginning training, forming the team, testing hypotheses, identifying behavioral alternatives, and ensuring continuity for students and teams.

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THURSDAY, MARCH 23


B-02 Carson 4Strand: School-wide Systems, TrainingMoving from Training to Implementation: Across Individual Schools, Districts, and State-level ExpansionH. P. George, S. Martinez and K. Herrmann, University of South Florida, Tampa, FLThis data-based presentation will describe the Florida PBS Project’s efforts in how they expand schools, districts, and a state from initial SWPBS training to implementation with ongoing sustainability.

B-03* Invited Presentation CascadeStrand: Community, Individual SupportsThe Process and Impact of PBS: A Longitudinal PerspectiveG. Dunlap, University of South Florida, Tampa, FLData are presented from a longitudinal study of individualized PBS, conducted by the Research and Training Center on PBS between 1999 and 2003. Primary findings relate to integrity of PBS implementation, and changes in problem behavior and quality of life for 23 participants.

B-04 Crystal 1Strand: Individual Supports, Training, CommunityEndorsing PBS Facilitators in Virginia: Building Capacity to Provide Behavior ConsultationC. Schall, Virginia Autism Resource Center, Midlothian, VA;E. Helmboldt, LPC, Richmond, VA; T. Yoder, Virginia Commonwealth University, Richmond, VAThis session presents Virginia’s process for endorsing PBS Facilitators. Discussion will encompass the reasons for such an endorsement and how the process was developed. Participants will discuss the advantages and disadvantages of the endorse-ment process.

B-05 Crystal 2Strand: Multi-cultural, Classrooms, Individual StudentsTurkish Teachers’ Classroom Experiences with Children with Challenging Behavior and Use of Positive SupportY. Turan, San Diego State, San Diego, CA; D. Erbas, Erciyes University, Kayseri, Turkey; M. Ostrosky, University of Illinois at Urbana–Champaign, Champaign, ILSurvey data gathered from Turkish teachers working with children with challenging behavior, including strategies used during interactions with students with challenging behavior, will be shared. Teachers’ perceptions of the efficacy and feasibility of strategies will be shared.

B-06 Crystal 3Strand: School-wide Systems“Feel the Heat!” Miami-Dade County Makes School-wide Positive Behavior Support Work!I. Rodriguez Toyos and T. Carey Henderson, Miami Dade County Public Schools, Miami, FLMiami-Dade County Public Schools is the fourth largest school district in the nation and one of the most challenging

districts. Session will review the current status of the district’s implementation of SWPBS as well as discuss the challenges and triumphs of the district.

B-07* Crystal 4Strand: Academics, School-wide SystemsImproving Academic Skills Within a School-wide System of Positive Behavior SupportD. H. Anderson, J. H. Munk, K. R. Young and L. E. Cummings, Brigham Young University, Provo, UTResults of the current research demonstrate the efficacy of incorporating academic skills instruction into a school-wide program of positive behavior support for secondary students. Findings suggest that grades of students at-risk for academic failure improve.

B-08 McKinleyStrand: School-wide SystemsLinking Schoolwide PBS to Structural School Reform: The Schoolwide Application Model (SAM)W. Sailor and A. McCart, University of Kansas, Lawrence, KS;B. Roger, Oakland, CASchoolwide PBS is embedded in a structural school reform model called the Schoolwide Application Model, which is the subject of longitudinal research in two elementary schools in Kansas City, Kansas and at scale in eleven schools in East Palo Alto, California. Data from both sites will be presented using a regression analysis indicating the impact of Schoolwide PBS on academic and social achievement indicators for ALL students

B-09 Nevada 4–5Strand: Families, School-wide SystemsPositive Behavior is a Family Affair: Parent Collaboration in Positive Behavior SupportK. McGough, Colorado Department of Education, Denver, COSchools struggle to work collaboratively with families to develop function-based behavior intervention plans. Colorado’s model provides opportunities for families and staff to create plans which incorporate PBS principles at home and provide consistency across environments.

B-10 Panel Nevada 6–7Strand: Academics, School-wide SystemsIntegrating Academics into SWPBSR. De Pry, University of Colorado, Colorado Springs, CO;K. Johnson, Morningside Academy, Seattle, WA; T. M. Scott, University of Florida, Gainesville, FL; B. Putnam, May Institute, Norwood, MAThis panel will include presentations from professionals who have been involved in strategies for integrating academics and schoolwide PBS. The chair will facilitate a discussion about how future research should evaluate the relationship between academic interventions and schoolwide PBS.

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THURSDAY, MARCH 23


Session B (cont.)11:00 am – 12:15 pm

B-11 Nevada 8–9–10Strand: School-wide SystemsA 7-Year Statewide Implementation of School-wide PBS: Process, Outcomes, Lessons Learned, and Next StepsM. Dewhirst, Illinois PBIS Network, La Grange, IL; S. Romano, IL PBIS Network, Country Club Hills, ILA state-wide network has been supporting school-wide implementation of PBS in Illinois since 1998 and now includes about 525 schools. Data-based decision-making is a foundation of system application of school-wide positive behavior supports state-wide. This session will describe how process and outcome data from implementing schools is used to guide training, technical assistance, and evaluation at school, district, regional and state levels. Examples across universal, targeted, and intensive components of school-wide PBS will be included.

B-12 RubyStrand: Early Intervention, Individual SupportsPartnering with Educators of Young Children to Develop Assessment-based InterventionsN. G. Sokol, Lehigh University, Bethlehem, PAThis session will provide practitioners with research-based strategies in functional assessment and intervention for children at risk for ADHD in inclusive early childhood environments. Specific case examples and videos will be utilized to highlight strategies.

B-13 ShastaStrand: School-wide SystemsPBIS: Maryland’s State and School System Implementation Strategies, Successes, and OutcomesM. McKenna and T. McCormick, Maryland State Department of Education, Baltimore, MD; S. Barrett, Sheppard Pratt Health System, Baltimore, MD; P. Leaf, Johns Hopkins University, Baltimore, MDThis sesion will describe a collaboration that has implemented PBIS in 375 schools throughout Maryland. Participants will acquire planning, training, and coaching techniques thatwill support small or large scale dissemination, and methodsto monitor school level performance, implementation fidelity, and evaluation.

B-14 SierraStrand: CommunityTreatment Integrity Within Applied Research SettingsM. Duda, A. Duchnowski and S. Clarke, University of South Florida, Tampa, FLThis session will discuss the concept of treatment integrity andits application within applied research for children and families.Presenters will highlight its definition, measurement, utility, and illustrations using both group and single-subject designs.

B-15* TetonStrand: APBS-SpecialAPBS.ORG Website Development SessionR. Freeman, University of Kansas, Lawrence, KS; M. A. Moore, Boulder Valley School District, Boulder, COLast year the APBS.ORG Website brown bag lunch was a great success. Short- and long-term goals were developed to increase resources, content, and networking via the Website. Join usin this session to continue working on these long-term goals and to learn more about what has happened on APBS.ORG this year.

SESSION C1:30 pm – 2:45 PM

C-01* Carson 3Strand: Individual StudentsUsing Indirect and Direct Methods of Functional Behavior Assessment in SchoolsC. Borgmeier, Portland State University, Portland, OR;C. M. Anderson and K. McIntosh, University of Oregon, Eugene, ORAttendees will learn a model for conducting a functional behavior assessment (FBA) in a school and for developing an intervention based on the FBA. Methods of FBA that are effective and efficient will be reviewed.

C-02 Carson 4Strand: Individual StudentsLessons From the Field: Positive Interventions for Students with Challenging BehaviorsL. Bambara, K. Starosta, S. Nonnemacher, E. Barnabas andT. State, Lehigh University, Bethlehem, PAWhat should teachers know about designing positive behavioral interventions? This session presents practical guide-lines and data-based examples of effective, individualized supports for students with diverse behavioral challenges in classroom settings.

C-03* CascadeStrand: Community, TrainingEvaluation of Statewide Positive Behavior Support Implementation in KansasR. Freeman and A. McCart, University of Kansas, Lawrence, KS; N. Perrin and A. L. Tyrrell, CLO-Early Childhood Autism Program, Lawrence, KSThis presentation will describe interagency collaboration strate-gies used to promote PBS in the state of Kansas. Evaluation data will describe the outcomes of facilitator training, includ-ing an individual case example by a Kansas PBS facilitator.

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C-04 Crystal 1Strand: Families, Individual SupportsHelp! We Can’t Go Anywhere: How PBS Can Improve Challenging Behavior in Public SettingsR. A. Bowman and J. Jackson, University of Arkansas for Medical Sciences, Little Rock, ARWhen children with developmental disabilities display challenging behaviors in community settings, the quality of life for the entire family is affected. Various examples will demon-strate how positive behavioral interventions can be imple-mented in community settings.

C-05 Crystal 2Strand: School-wide SystemsDigital Video & Secondary School PBS: Lights! Camera!It Works!M. J. Kennedy and E. M. Baker, Middletown High School, Middletown, DECould your PBS team benefit from a nuts and bolts session regarding production of original video(s) that promote school-wide PBS? Participants will interact to construct “video storyboards” and receive materials to spur cinematic genius back home.

C-06 Crystal 3Strand: School-wide SystemsDiscipline Codes of Conduct: An Essential Aspect of Positive Behavioral Support (PBS)P. Fenning and S. Golomb, Loyola University Chicago, Chicago, ILThe purpose of this presentation is to describe the results of open-ended follow-up phone interviews done with Illinois high school administrators about the ways in which discipline codes of conduct are developed and implemented in their schools. Discipline codes of conduct are the primary school-wide mechanism for conveying behavioral expectations in a written format. The primary focus was to determine if proactive alternatives to traditional discipline consequences are enacted through the use of discipline codes of conduct.

C-07* Invited Presentation Crystal 4Strand: Families, Community, Mental HealthAcceptance and Commitment Therapy and the Creation of Psychological Flexibility: Model, Outcomes, and ProcessesS. C. Hayes, University of Nevada Reno, Reno, NVAcceptance and Commitment Therapy (ACT) is designed to em-power both clients and professionals to persist and change in thepursuit of chosen values. This talk will describe the ACT model and review the outcome and process evidence in support of it.

C-08* McKinleyStrand: Families, Autism, Individual SupportsFamily Implementation of PBS: A Longitudinal, Single-case, Experimental and Descriptive AnalysisJ. M. Lucyshyn, University of British Columbia, Vancouver, BC, Canada; R. W. Albin, University of Oregon, Eugene, ORA 10-year study of PBS with the family of a child with autism is presented. The family implemented a PBS plan in family routines. Results documented durable improvements in child behavior and quality of life.

C-09 Nevada 4–5Strand: Individual SupportsAssessing the Impact of Medication Side Effects on Problem BehaviorJ. D. Bleiweiss, M. V. Ladd, M. L. Robinson and E. Carr, State University of New York at Stony Brook, Stony Brook, NYThe presenters will explore an alternative approach to the conceptualization of medication side effects; and they will describe research involving the Structured Interview for Assessment of Medication Side Effects, an interview assessing the array of side effects commonly accompanying psychotropic medications used to treat problem behavior. In addition, empirically-based contextual interventions derived from this type of assessment will be outlined.

C-10 Panel Nevada 6–7Strand: School-wide SystemsHigh Schools and PBSH. B. Bohanon, Loyola University of Chicago, Chicago, IL;J. Butterworth, University of Tennessee, Knoxville, TN; D. Bell, Principal of Houston County High School, Erin, TN;J. M. Malloy, University of New Hampshire, Durham, NHThe purpose of this presentation is to provide researchers and practitioners with the opportunity to highlight current issues in high school positive behavior support. As a follow-up to a recent monograph publication, the panel will discuss current issues that appear to be unique to applications of positive behavior support in secondary settings. These issues will include but are not limited to: self-determination, transition, future planning, teaching and acknowledging student behavior, engaging staff, student participation, and parental involvement. The presentation will include a ten-minute overview from each panel member highlighting best practice, a time for questions and answers, and closing comments by a respondent.

C-11 Nevada 8–9–10Strand: School-wide SystemsApplying a Three-Tiered Model for Prevention and Intervention of Behavioral DifficultiesJ. L. Parr and M. G. Kidder, Baltimore County Public Schools, Baltimore, MD; S. Barrett, Sheppard Pratt Health Systems, Baltimore, MDThe three-tiered model of prevention and intervention will be examined. The effectiveness of the model will be discussed with reference to reduced office referrals and suspensions as well as an increase in academic achievement.

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Session C (cont.)1:30 pm – 2:45 pm

C-12 RubyStrand: Early Intervention, School-wide SystemsHead Start Professionals’ Perceptions of SWPBSA. S. Lingo and A. J. Frey, University of Louisville, Louisville, KYThis presentation will provide an overview of a study that examined Head Start professionals’ perceptions of program-wide positive behavior support by administering a modified version of the Behavior Support Survey to 250 professionals within a single Head Start program.

C-13 ShastaStrand: School-wide SystemsCommunity and School-wide PBS in IowaM. Panyan, Drake University and Iowa Behavioral Alliance,Des Moines, IA; R. Galloway, Iowa State University and Iowa Behavioral Alliance, Ames, IA; K. Tallman, State 4-H Youth Development Specialist, Iowa State University and Iowa Behavioral Alliance, Ames, IA; S. Wessendorf, Consultant, Behavior Disorders, Iowa Dept. of Education, Des Moines, IARepresentatives of a state leadership team will share Iowa’sSW-PBS approach and data over the first three years. The role of families and community youth specialists will be high-lighted. Factors critical for systems change will be discussed.

C-14 SierraStrand: School-wide SystemsWorking Together: County and District-wide PBS CoordinationM. J. Knoll, Lane Education Service District, Eugene, OR;B. Stiller, Eugene 4J School District; C. Dickey, Bethel School District, Eugene, ORSince receiving a SSHS Grant in 2000, the Lane County PBS Network has worked cooperatively to provide training and technical support through an efficient PBS network. Efforts have been maintained even after grant funding ended.

C-15* TetonStrand: Individual StudentsImplementation Fidelity of Individual PBS: Early Results From a Time-Series StudyR. Iovannone, S. Donadio and I. Rawls, University of South Florida, Tampa, FL; T. Bovey, A. Ramsey, P. Strain, K. Wilson,P. Oliver and E. Purcell, University of Colorado at Denver, Denver, COA description of a time series study evaluating the effectiveness of a U.S. Department of Education funded project titled “Prevent-Teach-Reinforce” will be presented. The research design, including variable of interest, will be disseminated.

SESSION D3:00 pm – 4:15 pm

D-01 Carson 3Strand: AutismContext-based Assessment and Intervention for Problem Behavior in Children with Autism Spectrum DisordersS. Cale, A. Blakeley-Smith and E. Carr, The Autism Help Center, Long Island, NYThe study presented will explore whether interventions that modify contexts result in a reduction in problem behavior in children with Autism Spectrum Disorders.

D-02 Carson 4Strand: School-wide SystemsThe Triangle Within the Triangle: School-wide PBS in Alternative Educational SettingsR. March, Effective Educational Practices, Boulder, CO; D. Hays, Humble Independent School District, Humble, TX; A. Brown, Washington, DC Public Schools, Washington, DCThis presentation will provide examples from the Washington,DC and Humble, TX Public Schools of how positive behavioralstrategies are being employed in alternative schools to create environments that promote: a) effective educational progra-ming, b) socially competent behavior, c) self-management skills,and d) successful reintegration into neighborhood schools.

D-03 CascadeStrand: School-wide SystemsYou Say Your School is Supporting Positive Behavior:Let Your Data Do The Talking!H. Pettersson and J. Mootz, Utah Personnel Development Center, Salt Lake City, UT; C. Anderson, Utah State Office of Education, Salt Lake City, UT; D. Morgan, Utah State Improvement Grant, Salt Lake City, UT; T. Humphreys, H. Mathie, L. Finlinson and L. Spell, Utah’s Behavioral Initiative, UTThis session will describe and demonstrate two unique features of Utah’s Behavioral Initiative schools: 1) The collection, analysis, and use of positive behavioral acknowledgment data, and 2) The Principal’s 200 Club - a schoolwide system. Par-ticipants will receive a copy of the Principal’s 200 Club DVD.

D-04 Crystal 1Strand: School-wide Systems, Early InterventionFacilitating Support for Positive Behaviour: The Infant and Early Childhood Response TeamS. E. Lees, C. Sessions and S. Kuykendall, Azusa Pacific University, Azusa, CAThis multi-media, interactive presentation traces the develop-ment of an Infant and Early Childhood PBS Team for a rural, diverse, and underserved public school district infant and early childhood center and regional Head Start program. Applica-tions and outcomes of program-wide PBS in early childhood school and family settings are presented as an effective way to

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prevent and address young children’s behavior difficulties. Participants will receive copies of the tools used for staff development and the PBS early childhood curriculum, Weaving Our Rainbow Stories. Outcome data will be shared.

D-05* Crystal 2Strand: Multi-cultural, Training, School-wide Systems, Individual StudentsGreek Teachers’ PBS Training: Implications For Future Internationalization of PBS Within the European UnionK. M. Ntinas, D. Glinos Teachers’ Training Institute, Aristotle University of Salonica, Special School of Giannouli, Larisa, GreeceThe presentation analyses the impact of the first attempt to disseminate PBS in Greece via a training program in PBS and developmental disabilities. The implications for further inter-nationalization of PBS within European Union are discussed.

D-06* Invited Presentation Crystal 3Strand: Community, Individual SupportsPreventing Challenging Behavior by Increasing Daily Enjoyment Among People with Severe DisabilitiesD. Reid, Carolina Behavior Analysis and Support Center, Morgantown, NCEvidence-based strategies for increasing enjoyment and prevent-ing challenging behavior will be described. How enjoymentprecludes problem behavior will be addressed, as well as ways toenhance enjoyment while promoting consumer independence.

D-07 Crystal 4Strand: Individual StudentsDesigning Behavioral Interventions Based on a Constructional Approach: Building on Existing RepertoiresR. L. Shapiro, Simmons College, Boston, MA and Horace Mann Educational Associates, Franklin, MA and E. White, Simmons College, Boston, MAA constructional approach to problems includes the transferof existing repertoires to new situations rather than the elimination of repertoires. We illustrate three examples of using this approach in the school setting and discuss implications.

D-08 McKinleyStrand: School-wide SystemsImplementation, Sustainability, Replication, and Impact of PBS in Two Urban High SchoolsH. B. Bohanon and P. Fenning, Loyola University of Chicago, Chicago, ILImplementation, sustainability, replication, and impact are key components of developing school-wide PBS application. The nuances of these factors in high school settings are still in the early stages of understanding for researchers and practitioners (Sugai, Flannery, Bohanon, 2005). This presentation will provide a case study overview of implementation of three levels of support in one urban high school, and replication of school-wide supports in a second setting.

D-09 Nevada 4–5Strand: Early InterventionPositive Behavior Support for Toddlers with Challenging Behavior in Typical RoutinesS. Clarke, M. Duda and L. Fox, University of South Florida, Tampa, FLThis session examines the effectiveness of positive behavior support for toddlers who exhibit challenging behavior and their families. Two within-subject time-series studies are provided to describe the components of both the intervention and child/family outcomes.

D-10* Panel Nevada 6–7Strand: FamiliesCollaboration Between Families and ProfessionalsB. J. Vaughn and A. Duchnowski, University of South Florida,Tampa, FL; S. C. Hayes, University of Nevada, Reno, NV;J. Lucyshyn, University of British Columbia, Vancouver, BC, CanadaThis panel will highlight how important aspects of the panel presenter's own practices relate to positive behavior support with families. Panel members will represent mental health, cognitive-behavioral health, and family-child interaction supports. The panel chair will facilitate a lively audience discussion on how professional practices impact families who have children with challenging behavior.

D-11 Nevada 8–9–10Strand: School-wide Systems, Individual StudentsIntervention Fidelity and Related Effects with Urban Elementary School StudentsR. V. Burke, W. Powell and R. Oats, Girls and Boys Town, Boys Town, NE; L. O’Neill Fichtner, S. Johnson and M. B. DelGaudi, Hartford Public Schools, Hartford, CTOutcome studies often fail to assess intervention fidelity. This study examines the effects of low and high levels of fidelity with a school-wide classroom management program on urban, elementary students’ classroom behavior and suspension rates.

D-12 RubyStrand: Special-APBSAPBS Membership MeetingR. De Pry, University of Colorado at Colorado Springs, CO;J. Zarcone, Rochester Medical Center, Rochester, NYJoin us for a fun and interactive session as we explore ways to enhance your APBS membership! Specifically, this session will review current APBS membership initiatives and provide par-ticipants with an opportunity to share ideas related to member care, member opportunities, and organizational networking.

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Session D (cont.)3:00 pm – 4:15 pm

D-13 ShastaStrand: School-wide SystemsMeasuring School-wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks (BoQ)D. Kincaid, R. Cohen and K. Childs, Florida Mental Health Institute, Tampa, FLThe session will describe the development, validation, and practical use of the Benchmarks of Quality (BoQ), an instru-ment intended to measure the implementation of School-wide Positive Behavior Support (SWPBS).

D-14 SierraStrand: Training, Community, Individual SupportsStrategies for Training and Implementing PBIS Across Multiple Service SystemsD. Mackowski and K. Stewart, Oregon Technical Assistance Corporation, Salem, ORThe presenters will lead a discussion on an effective model for training the principles of Positive Behavior Intervention and Support and help participants develop strategies for imple-menting PBIS across a wide variety of service systems.

D-15 TetonStrand: Families, CommunityApplying Primary, Secondary, and Tertiary Prevention Strategies to Family Support OrganizationsA. McCart, P. Kimbrough and J. Thomas, University of Kansas, Lawrence, KSThis presentation will describe how a developmental disability organization is applying primary, secondary, and tertiary prevention logic to family support systems. Presenters will describe assessment and intervention strategies that are currently being piloted.

SESSION E4:30 pm – 5:45 pm

E-01 Carson 3Strand: AcademicsProject PASS: A Model System for Early Prevention of Reading and Behavioral FailureM. A. Miller, N. S. Fenty, L. D. Payne and T. M. Scott, University of Florida, Gainesville, FLPresenters will discuss Project PASS, a model demonstration project designed to prevent reading/behavior failure, the implementation of systems for reading/behavior success, and intensive small-group interventions.

E-02 Invited Presentation Carson 4Strand: AutismProject DATA Grows Up: Planning for Students with ASD in Elementary SchoolI. S. Schwartz and C. A. Davis, University of Washington, Seattle, WAProject DATA (Developmentally Appropriate Treatment for Autism) has been demonstrated to be an effective intervention model for toddlers and preschoolers with ASD. This model describes our attempt at blending approaches to meet the needs of students with ASD in elementary school.

E-03 CascadeStrand: Individual StudentsDoes Individual PBS Work? Preliminary Data from a Randomized Control Group StudyR. Iovannone, K. Christiansen, C. English, and S. Smith, Universityof South Florida, Tampa, FL; T. Bovey, A. Ramsey, P. Strain,K. Wilson, P. Oliver and E. Purcell, University of Colorado at Denver, Denver, COThis session will describe the “Prevent-Teach-Reinforce” model, a U.S. Department of Education behavior research project that uses a randomized group experimental design. The project model and variables used to compare intervention outcomes will be disseminated.

E-04 Crystal 1Strand: School-wide SystemsChallenging Opportunities: Schoolwide Positive Behavior Support in Urban and Alternative SchoolsK. D. Sawka, Devereux Center for Effective Schools, King of Prussia, PA; D. N. Miller, University of Albany, State University of New York, Albany, NYParticipants will learn specific ways to overcome obstacles relatedto implementation of school-wide positive behavior support using examples from two challenging contexts (urban schools and an alternative school for students with behavior disorders).

E-06 Crystal 3Strand: Multi-culturalCulturally Relevant Positive Behavior Support (CR-PBS)K. R. Washburn, University of Southern Maine, Gorham, MEOne conceptual model for culturally relevant PBS is intro-duced. Simply touting that FBA/PBS plans are culturally relevant does not make it so. To truly be culturally relevant, educators must have awareness of the relation between cultural practices and behavior.

E-07 Crystal 4Strand: School-wide SystemsPositive Behavior Support in High Schools: Use of Team Implementation ChecklistsT. J. Tobin, University of Oregon, Eugene, ORIs the Team Implementation Checklist (TIC) helpful? Yes, according to a study of rates and types of behavior problems in regular and alternative high schools and correlations among Positive Behavior Support features on the TIC.

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E-08 McKinleyStrand: Families, Individual SupportsIntegrating PBS into Family Lives: Understanding Traditions and Empowering ParentsM. Hieneman, Positive Family Intervention, University of South Florida, St. Petersburg, FL; K. Childs, Florida’s Positive Behavior Support Project, University of South Florida, Tampa, FLThis session will describe maintream perspectives and approaches to parenting and child discipline, and discusshow positive behavior support can serve as a framework for structuring families and resolving problem behavior.

E-09* Nevada 4–5Strand: Mental HealthCan Psychiatric Disorders be Seen as Establishing Operations?D. J. Baker and E. R. Blumberg, Boggs Center UMDNJ,New Brunswick, NJThe presenters will introduce an interdisciplinary approach for assessing individuals with developmental disabilities and mental illness, considering how the process of functional assessment can be used to identify establishing operations, clarifying issues of diagnosis and designing effective interven-tions and supports.

E-10 Nevada 6–7Strand: School-wide SystemsFactors Related to Successful and Unsuccessful Implementation of School-wide PBISB. Coble Lindsey, University of Illinois Urbana–Champaign, Urbana, ILThis study examined school-wide PBIS implementation using a diffusion of innovation perspective. Findings suggest factors that impact effectiveness are related to the organizational capability of schools to accommodate the approach and PBIS as an innovation.

E-11 Nevada 8–9–10Strand: Individual StudentsEffectiveness Research on School-based Interventions for Children with Serious Behavior ProblemsM. Wagner, W. Sumi and M. Woodbridge, SRI International, Menlo Park, CA; D. Cheney, University of Washington, Seattle, WA; D. Kincaid, University of South Florida, Tampa, FL;H. Walker, University of Oregon, Eugene, OR; J. Wehby, Vanderbilt University, Nashville, TNThis presentation will describe IES-funded research using randomized control group designs to investigate the effective-ness of four school-based interventions for children with serious behavior problems.

E-12 RubyStrand: Families, Individual SupportsPractical Strategies for Supporting Families through Comprehensive PBSA. McCart and D. Bannerman Juracek, University of Kansas, Lawrence, KSThis session will provide core features of successful work in the family context. Additionally, we will look at family quality of life outcomes, case studies, and practical approaches to addressing family need and problem behavior.

E-13 ShastaStrand: School-wide Systems, TrainingDeveloping Leadership Level Training and Systems in School-wide PBSS. Barrett, Sheppard Pratt Health System, Baltimore, MD;M. Dewhirst, Illinois PBIS Network, La Grange, IL;H. P. George, University of South Florida, Tampa, FLKey features for successfully implementing and sustaining school-wide PBS across multiple schools will be described byexperienced state coordinators. Time will be allocated for brain-storming and problem solving with presentation attendees.

E-14 SierraStrand: School-wide Systems, TrainingStaff Development and the Validity of Measures that Evaluate Schoolwide PBS OutcomesC. H. Blum, Ph.D., Illinois State University, Normal, ILFindings from the BEACONS project in Washington on the impact of staff-development frameworks for positive behavior supports will be reviewed. Additionally, data on the validity of a teacher self-assessment and office referrals will be presented.

E-15 TetonStrand: CommunityRehabilitation Research and Training Center (RRTC) onPositive Behavior Support State Trainer Networking MeetingM. A. Moore, Boulder Valley School District, Boulder, CO;J. L. Anderson, California State University at East Bay, Hayward, CAFormer members of the RRTC State Training network are invited to attend this session to reconnect, share updates, and discuss future networking and collaborative activities.

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POSTER SESSION6:30 pm – 8:00 pmGrand Ballroom

P-01 Strand: School-wide SystemsSchool-wide PBS: Building Capacity Through the Development of Pre-referral TeamsL. Angello and K. Thier, May Institute, Inc., Ewing, NJ;G. Hancock, Trenton Public Schools, Trenton, NJPre-referral teams build capacity for sustaining school-wide PBS practices utilized in the Trenton Public School District. A comparison of outcomes of pre-referral efforts will be presented for buildings with and without a school-wide PBS program.

P-02 Strand: School-wide SystemsDefying the Odds: Creating Success with SchoolwidePBS in High SchoolE. Baker and M. J. Kennedy, Appoquinimink School District, Middletown, DEParticipants will be shown digital technology and other unique tools created to introduce and reinforce PBS principles at the high school level. Attendees will leave feeling revitalized and equipped with refreshing, easy-to-implement ideas.

P-03 Strand: Individual StudentsMeet Madeline: A Middle Grades Exceptional Student at RiskD. A. Battle, Georgia Southern University, Statesboro, GA; L. L.Dickens-Wright, Charlotte-Mecklenburg School System, Charlotte, NCA case study of Madeline is presented showing how being diagnosed with a behavioral emotional handicap and learning disabilities has affected this seventh grader, her family and the school. General instructional implications for positive behavior support are examined.

P-04 Strand: School-wide SystemsIn Good Company: Inspiring Sustained Staff Buy IntoPBS WorkK. S. Bergles and D. Shoob, Jefferson County Schools, Golden, COStruggling to keep the PBS fires burning bright? Re-ignite the passion for positive behavior support with multi-layered strategies for maintaining staff inclusion. This skill building presentation will include: creative goal setting techniques, cognitive coaching and mediation, and low/no cost staff recognition and incentives ideas.

P-05 Strand: School-wide SystemsThe Development, Implementation, and Initial Findings of Three SWPBS Programs in East TennesseeL. Blevins, J. Fox and K. Allison, East Tennessee State University, Johnson City, TNThis poster presents an empirical analysis of ongoing research that evaluates second year follow-up data on one high school SWPBS project and from replication of SWPBS across two other sights (one high school and one elementary school).

P-06 Strand: AutismMoving Functional Communication Skills Beyond the Snack Table: Success Story of TwinsJ. Butz, Collaborative Autism Resources and Education, Las Vegas, NV; B. Willis, J. Bird, S. Melbourne and I. Webb, Carlsbad Municipal Schools, Carlsbad, NMPresenters will share during an oral session how team members used a systematic and ongoing process to increase the func-tional communication skills of twins with autism spectrum disorder experiencing significant behavior issues across settings.

P-07 Strand: Individual Students, Mental HealthFunctional Behavioral Assessment and Positive Behavior Intervention Plans for Children with Tourette Syndrome and Related DisordersK. Giordano, Advocacy Specialist, National Tourette Syndrome Assoc., Inc., Conesus, NY and The Advocacy Center, Rochester, NYAn overview of the misunderstood symptoms of Tourette Syndrome and related disorders (Obsessive Compulsive Disorder, Attention Deficit Disorder, Oppositional Defiant Disorder, etc.). Included will be effective methods of conduct-ing a functional behavior assessment and developing a positive behavior support plan for students.

P-08 Strand: Individual StudentsBarriers and Enablers to Individualized PBS: Preliminary Data from a National SurveyL. Bambara, A. Goh and L. Kern, Lehigh University, Bethlehem, PAThis poster presents the preliminary results of a national survey on the perceived barriers/enablers to individualized PBS inschools. Implication for school organization and systems changeto support and sustain individualized efforts are presented.

P-09 Strand: ClassroomsResearch to Practice: Critical Steps in the Implementation of Positive Behavior SupportD. J. Gulchak and N. A. Schoenfeld, Arizona State University, Tempe, AZThe application of the PBS paradigm is a critical component in the maturation of our first-person discipline. This session will identify research-based classroom management strategies, define PBS at a practitioner level, and offer specific examples of PBS practices for common behavior deficits in schools today.

P-10 Strand: School-wide SystemsMaking Effective Data Driven Decisions: PBS at the Middle School LevelM. J. Hagedorn and E. Thrift, Delaware PBS Initiative, Dover, DEThis poster demonstrates how an urban middle school continually analyzed and utilized data to make decisions, address concerns and develop incentives during the first yearof PBS implementation. Gaining staff buy-in through datais emphasized.

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P-11 Strand: School-wide SystemsLarge Suburban High School uses PBS to Achieve a Cohesive School EnvironmentJ. Wright, D. Bugar, T. Bolyard, J. Boettner and C. Hemann, Timber Creek High School, Orlando, FLTimber Creek High School has implemented PBS with school-wide guidelines that are clearly stated through the school’s etiquette documents. This effort has generated a decrease in the frequency and severity of infractions and increased appropriate student behaviors.

P-12 Strand: TrainingOnline Versus Traditional Learning in a Behavior Management Class: An Interesting ComparisonM. A. Hughes and C. M. Hagie, San Jose State University,San Jose, CAStudents in both online and traditional special education positive behavior management classes completed surveys which examined their perceptions of the effectiveness of pedagogy in these two different types of classes. Findings and implications are discussed.

P-13 Strand: Individual Students, Academics, Multi-culturalStudents Mentoring StudentsB. L. Hurren, University of North Alabama, Florence, ALThis session will detail how to use peer mentoring to help lower student dropout rates, reduce absenteeism, improve achievement, ease transitions, and reduce problem behaviors. Specifics will also be given to help ESL/ELL students.

P-14 Strand: School-wide SystemsThe Integration of Positive Behavior Support, School Transportation and Character EducationK. Jagus, C. Hunter, B. Lewis, L. Mattiace and K. Hodges, Pinellas County School District, Pinellas County, FLThis session focuses on integrating school transportation, character education and positive behavior support from a systemic perspective. History, systems level integration, and strategies that work will be reviewed. We will illustrate the integration research, practice, application, and changing paradigms in a large urban school district.

P-15 Strand: School-wide Systems“If You Can’t Take the Heat…”: PBS in the Urban CafeteriaJ. L. Jeffrey and B. L. McCurdy, Devereux Center for Effective Schools, King of Prussia, PAHigh rates of peer-to-peer interactions and disruptive behavior, with low adult supervision, define many non-classroom settings. This session will present effective positive behavior support strategies implemented by cafeteria support staff in an inner-city elementary cafeteria.

P-16 Strand: Autism, Individual StudentsSupporting Students with Asperger’s Syndrome andHigh-Functioning Autism in School Settings:A Team-based ApproachJ. W. Johnson, Northern Illinois University, DeKalb, IL;M. Coutinho, East Tennessee State University, Johnson City, TN; D. Oswald and N. Geller, Virginia Commonwealth University, Richmond, VAThe purpose of the Project ASSESS is to support educators of students with Asperger’s Syndrome/High Functioning Autism. Session participants will learn a team-based process to:a) identify appropriate goals for intervention, b) gather and analyze relevant information, c) develop effective individual-ized intervention plans for the classroom, and d) evaluate the effectiveness of these plans.

P-17 Strand: School-wide Systems, Individual StudentsPositive Behavior Supports-Nevada: Statewide Training InitiativesC. D. Johnston and T. Smith, Positive Behavior Support–Nevada, Reno, NV; D. Jackson, Sierra Regional Center and PBS–NV, Sparks, NVThis poster will describe the Statewide efforts of PBS-NV to train both Individual PBS and SWPBS around Nevada. Data will include quantitative and qualitative measures collected from 2003 until the present.

P-18 Strand: School-wide Systems, Mental HealthEvidence-based Approaches for Student Success: An IDEA Whose Time Has ComeD. Lechtenberger, Texas Tech University, Lubbock, TX; M. M. Salls,Copia Consulting, Austin, TX; E. Wang, Wang Evaluation, Lubbock, TXThis session will provide an historical overview of the imple-mentation of PBS in Texas and how local communities and schools are collaborating to build stronger, more positive learning environments for all children, especially those with mental health issues.

P-19 Strand: Mental Health, FamiliesBuilding a Safety Net for Students with Emotional/Behavioral Disorders and Their FamiliesM. M. Salls, Copia Consulting, Austin, TX; D. Lechtenberger and S. Hendley, Texas Tech University, Lubbock, TX; A. Jackson, Lubbock ISD, Lubbock, TX; E. Wang, Wang Evaluation, Lubbock, TXIn order to build and maintain systemic change that facilitates better outcomes for students with emotional/behavioral disorders and their families, communities must become engaged in the PBS process. Hear how several communities across Texas are doing just that!

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Poster Session (cont.)P-20 Strand: School-wide SystemsBuilding on Our Success in PBSD. Lechtenberger and S. Hendley, Texas Tech University, Lubbock,TX; E. Wang, Wang Evaluation, Lubbock, TX ; M. M. Salls, CopiaConsulting, Austin, TX; A. Jackson, Lubbock ISD, Lubbock, TXA model for successful schoolwide and classroom implementa-tion of PBS in an urban school district will be provided. Come see how behavior specialist support and school leadership can impact the academic and behavioral outcomes for all students.

P-21 Strand: Individual StudentsWhat Early Elementary Grade Teachers Say About Prerequisite Skills They DesireC. Lee and L. Laurier, Whitworth College, Spokane, WA; S. Jones, State University of New York, Plattsburgh, Plattsburgh, NYThis session will present a summary of survey data regarding early elementary grade teachers’ expected entry skills for their incoming students to be successful in their classrooms and reasons for their special education referrals.

P-22 Strand: School-wide SystemsThe Arizona Behavioral Initiative: State-wide Outcomes from 2001–2005C. J. Liaupsin, J. Ferro, J. Umbreit and G. Upreti, University of Arizona, Tucson, AZ; D. Davidson and J. Oakes, Northern Arizona University, Flagstaff, AZ; Y. Flores, Arizona State University, Tempe, AZThis poster session will present a multi-year summary of the data collected across schools participating in Arizona’s statewide effort to develop the capacity to implement school-wide positive behavioral support.

P-23 Strand: AutismA Comprehensive Intervention for Teaching Shopping Skills to Adolescents with AutismE. S. Long, A. Vogl, H. Schinzel and S. J. Barnard, The Bay School, Santa Cruz, CAThis intervention taught shopping skills and incorporated self-management, social awareness, and problem-solving strategies to further the ability of participants with autism to indepen-dently participate in community shopping activities.

P-24 Strand: School-wide SystemsSchool-wide Positive Behavior Support-Proven Practices from Lee County, FloridaL. A. Lovell, B. Warner and P. Prescod, Lee District Schools,Fort Myers, FLThis session will highlight the successful practices of 12 schools at the first, second, or third year of implementation. Repre-sentation from the elementary, middle and high school levels are included. School representatives and artifacts available.

P-25 Strand: Individual Students, AcademicTeaching Social Behaviors Within Academic SubjectsG. R. Mancil, P. J. Alter, A. A. Vanderbilt and T. F. Haydon, University of Florida, Gainesville, FLTeaching social behaviors within academic subjects allows teachers to maintain academic engagement and provide students with contextually appropriate practice of social behavior. This presentation will describe the process of teaching social behaviors in academic subjects.

P-26 Strand: Classrooms, Individual StudentsFostering Positive Self-Esteem and Classroom Cohesiveness Using Class MeetingsF. J. Miller, Pittsburg State University, Pittsburg, KSThis interactive session provides a practical, hands-on method for enhancing the self-esteem of students while fostering a positive classroom environment. The presenter gives pointers for conducting effective class meetings with children of all ages.

P-27 Strand: School-wide Systems, Individual StudentsWhy Try? Interventions that Provide Hope Through School-wide PBSC. Moore, WhyTry Inc., Provo, UTThis session will emphasize a strength-based approach to help-ing youth overcome their challenges in a school-wide PBS pro-gram by teaching social and emotional life skills using “multipleintelligence” methods that address the youth’s learning styles.

P-28 Strand: Individual Students, Mental HealthAchievement Plus Class – Intervention for Students who are At-Risk for Emotional and/or Behavioral DisordersK. Roberts and B. McGinnis, Brigham Young University, Provo, UTThe Achievement Plus class is an intervention for students identified as “at-risk” for behavioral and/or emotional concerns, which centers on four areas: self-management, emotional resiliency, social skills, and academic strategies. This presenta-tion will focus on different facets of the class.

P-29 Strand: Individual StudentsAdding Function-based Support to First Step to Success:A Single Case AnalysisD. L. Russell, University of Oregon, Eugene, ORThis poster will present data from a single case reversal design study that examines the contribution of adding function-based support to First Step to Success. Implications for future research and practice will be shared.

P-30 Strand: Individual SupportsCollege Happiness: A Cohort ReplicationS. Staats, Ohio State University at Newark, Newark, OHPositive psychology is dependent upon measures of happiness. Cohort data on two measures of college student happiness are presented. College student self-reported happiness increased and rankings of sources of happiness remained stable across20 years.

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P-31 Strand: Individual Students, FamiliesBest Practices of Elementary School Teachers Who Successfully Involve Parents in EducationC. B. Stuart, Elon University, Elon, NCTen exemplary elementary school teachers were identified by their colleagues as being highly skilled in involving parents of children with learning and behavioral problems. The practices and dispositions of these teachers are presented.

P-32 Strand: Autism, Individual StudentsIncreasing Independence and Appropriate Play for Children with Autism: A Classroom ExampleJ. B. Symon, S. E. Kim and W. D. Frea, California State University, Los Angeles, CAA multiple-baseline design was used to teach two boys with autism to follow a picture activity schedule and to engage withtoys during non-structured classroom routines. The childrendemonstrated improvements in their play skills and generalized skills to new toys. An effective strategy to increase play skills and independence for children with autism is presented.

P-33 Strand: School-wide SystemsClean Up This Mess: A School-wide PBS Plan to Reduce Litter on CampusJ. Shively-Le and J. B. Symon, California State University,Los Angeles, CAA school-wide PBS plan was implemented in an urban high school to reduce the amount of trash left on campus. Students, administrators, and staff worked together to design, imple-ment, and measure the success of the program.

P-34 Strand: School-wide SystemsImplementation of School-wide PBS: Generalization into the Classroom?K. Thier, May Institute, Inc., Ewing, NJ; C. McGrath Davis and J. Rey, May Institute, Inc., Randolph, MAThis session examines the generalized effects of SW PBS in classroom settings in comparison to the changes in teacher and student behavioral outcomes as a result of training and consultation. Use of office discipline referrals as a practical outcome measure for leadership teams is discussed.

P-35 Strand: Early Intervention, ClassroomsFacilitating PBS in Preschool Classrooms: A Learning Coach ModelC. L. Thompson, Private Consultant, Laramie, WY;L. L. Marquardt Westlake, Wyoming Institute for Disabilities, University of Wyoming, Laramie, WYA Learning Coach model (Hilton/Early Head Start Training Project) was initiated to help preschool personnel utilize PBS/FBA. This effort yielded more integrated practices and provided impetus for teams to carve out time for the process.

P-36 Strand: School-wide SystemsThe 4 Cs: Containing Contagion through Collaboration and InclusionS. M. Trzcinka and J. A. Grskovic, Indiana University Northwest, Gary, INOverview of behavioral contagion effect and best practices literature on teacher attitudes on inclusion and communication skills will provide the foundation for an interactive skill building session to improve collaboration techniques for diverse stakeholders.

P-37 Strand: Autism, FamiliesFathers and Positive Behavior Support: A Qualitative Study of Fathers’ PerceptionsA. L. Tyrrell, CLO-Early Childhood Autism Program, Lawrence, KSA qualitative study was conducted involving fathers of children who have problem behavior. Themes were developed from the fathers’ comments during the interviews. Implications for practice and future research needs will be discussed.

P-38 Strand: School-wide SystemsSecrets and Lessons from the Arizona Behavioral Initiative Database ProjectG. Upreti, D. Janney, B. Stahr, J. Umbreit, C. J. Liaupsin andJ. Ferro, University of Arizona, Tucson, AZLarge-scale (state-wide) evaluations of SWPBS implementation can be exploited by the collection of useful and multifaceted data. This poster session will share lessons from the creation of the Arizona Behavioral Initiative (ABI) database.

P-39 Strand: School-wide Systems, ClassroomsImplementing Self-Monitoring for Grades K–5 in aPBS Classroom Wide SettingA. A. Vanderbilt, T. F. Haydon and G. R. Mancil, University of Florida, Gainesville, FLTeachers are faced with off-task behavior in the classroom.Self-monitoring is a student-centered strategy for decreasing problem behavior. This session presents an overview of theself-monitoring process and provides participants with classroom examples.

P-40 Strand: Academics, School-wide SystemsClosing the Achievement Gap: A Practical Middle School Approach Using PBISN. Huff, L. Weise and E. Velez, Charles County Public Schools,La Plata, MDThis session will describe components to initiate and sustain a successful PBIS Middle School Program. It will review critical features when integrating PBIS techniques, including data and foundations for “Closing the Achievement Gap.”

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Friday’s Conference Sessions

Poster Session (cont.)P-41 Strand: Multi-cultural, School-wide SystemsSchool-wide Positive Behavior Support and Student Perceptions of School CultureD. M. Guardino and C. G. Vincent, University of Oregon, Eugene, ORData from two middle schools implementing school-wide PBS with varying fluency illustrate the positive impact of school-wide PBS on students’ perceptions of school culture. Students identified bullying, diversity issues, and age-appropriate reinforcement as on-going concerns.

P-42 Strand: AutismResults of a PBS Team’s Social Skills Interventions Focusing on a Student with AutismM. L. Wallace and E. M. Mastracchio, Odyssey Charter School, Las Vegas, NVThis topic will introduce a successful social skills intervention by a PBS Team composed of parents, teachers, school counselor and a behavior specialist. The Team developed a hypothesis, designed interventions and evaluated the results of these interventions. This session will demonstrate the process of determining strengths, challenges, and life-style goals.

P-43 Strand: School-wide SystemsClocklights: Affecting Group Behavior Using Immediate FeedbackR. P. West, T. G. Smith and R. K. Wheatley, Center for the School of the Future, Utah State University, Logan, UTClocklight systems have a history of over 20 years successful behavior management in a variety of settings. The current application demonstrates the proposed value and limitationsof using clocklight programs in large group settings.

P-44 Strand: School-wide SystemsIncreasing Appropriate Lunchroom Behavior: A Praise Note System for Elementary StudentsR. P. West, T. G. Smith and R. K. Wheatley, Center for the School of the Future, Utah State University, Logan, UTPraise notes, specific verbal commendations, and tangible rewards are effective student reinforcers. The current studyuses a multiple-baseline across three target behaviors toassess the efficiency of a praise note system in an elementary school lunchroom.

P-45 Strand: School-wide Systems, Individual StudentsSchool-wide Screening for Students with Behavioral and Emotional ConcernsP. Caldarella, E. L. Young, M. J. Richardson, B. J. Young andK. R. Young, Brigham Young University, Provo, UTA screening process for middle/junior high school students who are at-risk for emotional or behavioral concerns will be presented. Participants will learn how a screening process is an essential initial component in the intervention process.

P-46 Strand: School-wide SystemsBuilding Capacity in the Big City: The Los Angeles Unified School District ExperienceL. Zeff, S. Morris and N. Franklin, Los Angeles Unified School District, Los Angeles, CASchool-wide positive behavioral supports, individual behavior support planning, and the use of alternatives to suspension have evolved in this large urban school district. Come hear practical strategies that can work anywhere!

P-47 Strand: School-wide Systems, FamiliesIntegrating School, Family and Community Partnerships in SW-PBISL. Cherpak, J. Gannon, C. Williams, B. Ireland and L. Shutts, Families Together in New York State, Albany, NYThis poster session will demonstrate the interactive process of how school PBIS teams can be trained to develop one-year action plans that utilize school, family and community partnership activities to meet school improvement goals linked to SW-PBIS.

P-48 Strand: School-wide Systems, ClassroomsData-driven Classroom-based Interventions within a School Wide PBS SystemL. Heitzman-Powell, H. Wills, K. Bessette, K. Young andR. White, Juniper Gardens Children’s Project, Kansas City, KSUniversal PBS interventions often are difficult to translate to the classroom. Within the PBS framework, intervention teams

identify struggling classrooms and assessment protocols, coach teachers on class-wide interventions and assess the effectiveness of implemented interventions.

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APBS Invited Presentations and PanelsThis year, the 3rd International Conference on Positive Behavior Support has included a series of Invited Presentations and Invited Panels that reflect the different PBS topical strands. Friday’s invited presentations and panels are listed below.

INVITED SPEAKERSF-14* Strand: School-wide SystemsSustaining and Expanding Implementation of School-wide Positive Behavior SupportG. Sugai, University of Connecticut, Storrs, CT

G-03 Strand: Autism20 Ways to Address Behavior of Individuals Across the Autism SpectrumC. Pratt, Indiana Resource Center for Autism, Bloomington, IN

G-06 Strand: Individual SupportsPersonal Paradigm Shifts and Treatment Acceptability: A Comparison of PBS and ABA ExpertsF. Brown and C. Michels, Queens College, Queens, NY

G-12* Strand: AcademicThe Morningside Model of Generative Instruction:A System of Research-based, Best Practices to Improve Student AchievementK. Johnson, Morningside Academy, Seattle, WA

H-08 Strand: AutismPivotal Response Teaching for Children with AutismL. Kern-Koegel, University of California Santa Barbara Autism Research Center, Santa Barbara, CA; Claire LaZebnik, Pacific Palisades, CA.

INVITED PANELSF-11 Panel Strand: TrainingTraining and Curriculum in Positive Behavior SupportJ. Zarcone, University of Rochester Medical Center, Rochester, NY; J. Anderson, California State University at East Bay, Hayward, CA; D. Ben Chaabane, Marshall University Autism Training Center, Huntington WV; L. Riffel, Behavioral Intervention Program, Forest Park, GA

G-14 Panel Strand: CommunityStrategies for Funding PBS Implementation Within StatesC. Schall, Virginia Autism Resource Center, Midlothian, VA;D. Jackson, University of Nevada–Reno, Reno, NV; R. Freeman, University of Kansas, Lawrence, KS; T. Knoster, Bloomsburg University, Bloomsburg, PA

H-10 Panel Strand: School-wide Systems, FamiliesBuilding Systems for Family Participation in SWPBSK. McGough, Colorado Department of Education, Denver CO;C. Jones, Region IX Education Cooperative, Ruidosa, NM;T. Lewis, University of Missouri, Columbia, MO; L. Cherpak, Families Together, New York, Albany, NY

H-13 Panel Strand: AllGaps in the Literature: A Call for Research in Critical AreasG. Sugai, University of Connecticut, Storrs, CT; C. Anderson, University of Oregon, Eugene, OR; E. Carr, State University of New York at Stony Brook, Stony Brook, NY; W. Sailor, University of Kansas, Lawrence, KSPanel members will identify existing gaps in the literature supporting PBS. The Chair will facilitate discussion focusing on why addressing research gaps is important and on strategies for beginning to address these gaps.

H-14 Panel Strand: School-wide SystemsBuilding State and District Capacity to Implement SWPBS with FidelityH. P. George, University of South Florida, Tampa, FL; C. Liaupsin,University of Arizona, Tucson, AZ; J. Sprague, University of Oregon, Eugene, OR; S. Romano, IL PBIS Network, LaGrange Park, IL

I-02 Panel Strand: Community, Mental Health, TrainingEncouraging Interagency CollaborationM. Moore, Boulder Valley School District, Boulder, CO; L. Eber, IL PBIS Network, LaGrange Park, IL; S. Barrett, Sheppard Pratt Health System, Baltimore, MD; S. Wessendorf, Iowa Department of Education, Des Moines, IA

I-08 Panel Strand: Individual Students, Individual SupportsTransitioning from School to WorkN. Benito, University of South Florida, Tampa, FL; D. Baker, Boggs Center UMDNJ, New Brunswick, NY; B. Uhing, Wichita State University, Wichita, KS; B. Flannery, University of Oregon, Eugene, OR

I-10* Panel Strand: AutismEvidence-based Practice in AutismG. Dunlap and K. Berkman, University of South Florida, Tampa, FL; P. Strain, University of Colorado at Denver, Denver, CO;C. Pratt, Indiana Resource Center for Autism, Bloomington, IN; R. Huff, Alta Regional Center, Sacramento, CA

Friday at a GlanceMARCH 24, 20068:00 am – 5:00 pm Registration/Information8:30 am – 9:45 am Concurrent Session F10:00 am – 11:15 am Concurrent Session G11:30 am – 12:45 pm Concurrent Session H2:00 pm – 3:15 pm Concurrent Session I3:30 pm – 4:45 pm Concurrent Session J

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I-13 Panel Strand: Early InterventionEarly Intervention, PBS, and Systems ChangeL. Fox, University of South Florida, Tampa, FL; A. Frey, University of Louisville, Louisville, KY; A. McCart, University of Kansas, Lawrence, KS

Breakout SessionsResearch findings and successful applications presented in75-minute sessions using a variety of presentation formats.

The sessions for Thursday are labeled F-1 through J-14 and are described in the pages that follow.

SESSION F8:30 am – 9:45 am

F-01* Carson 3Strand: Autism, Individual SupportsJeff Strides Into AdulthoodB. J. Webb, Education Specialties, Tucson, AZ; F. LaRoy, Nevada PEP, Las Vegas, NV; J. LaRoy, Individual with Autism, Las Vegas, NV; K. Goodwin and L. Marhenke, Support Team Members,Las Vegas, NV; J. Beasley, Neuropsychologist, Las Vegas, NVJeff ’s journey toward becoming an independent, self-support-ing adult has been made possible with PBS. Panel participants have all played an intricate part of Jeff ’s teenage journey and will assist him in sharing his story.

F-02 Carson 4Strand: School-wide SystemsData-based Decision-making and Positive Behavior Supports: A View from the Statewide PerspectiveS. Coats, D. Maraffa, M. Cordeau and C. Barrett, Region 4 Education Service Center, Houston, TXThe importance of collecting and analyzing data to guide decision-making related to positive behavior supports is presented so that participants enhance their knowledge of ways to review and improve campus-wide implementation.

F-03 CascadeStrand: Individual StudentsIntervening with Chronic and Intense Student Behavior:A Discipline Referral Process that WorksT. Wells, Sopris West Educational Services, Longmont, COExclusionary practices are ineffective in changing student behavior and deprive students of learning opportunities. Administrative Intervention is a research-based process to effectively respond to chronic or intense behavior resulting in removal from the classroom.

F-04 Crystal 1Strand: Autism, Training, Individual StudentsA Statewide Model to Improve Educational Services for Students with Autism Spectrum Disorder (ASD)A. Matthews, J. Owen-DeSchryver, K. Dunlap and M. Ziegler, Grand Valley State University, Allendale, MISTART (Statewide Autism Resources and Training) is a state-funded project providing training and technical assistance to Michigan educators who support students with ASD and their families. START emphasizes effective program assessment, service delivery, and collaboration.

F-05 Crystal 2Strand: Individual SupportsUse of Positive Behavioral Supports for Students with Disabilities in Postsecondary InstitutionsB. M. Uhing and L. M. Mitchell, Wichita State University, Wichita, KSFaculty who teach students with disabilities at postsecondary levels may not have the skills for including them. This session focuses on possible uses of Positive Behavioral Support to include students with disabilities at postsecondary levels.

F-06 Crystal 3Strand: Multi-cultural, Individual Supports, FamiliesUsing an Individual Schedule to Ease Transitions:A Multi-cultural PerspectiveC. K. Baker and F. Najib, Saint Xavier University, Chicago, ILThis session presents the results of a PBS multi-component intervention to reduce inappropriate behavior resulting from transitions to a difficult task for an 8 year-old bicultural learner.

F-07* Crystal 4Strand: Autism, Individual StudentsIncluding Peers to Increase Social and Play Skills for Children with Autism in School SettingsJ. B. Symon, W. D. Frea, C. Harper, D. Liber and A. Landrey, California State University, Los Angeles, CATeachers and researchers designed, implemented, and evaluated successful interventions to improve play and social skills for children with autism. Results indicated that peer-mediated strategies effectively improved play and social behaviours during recess and class time.

F-08* McKinleyStrand: School-wide SystemsThe Inside Scoop on Washoe County School District: How the Nation’s 51st Largest School District is Making Applied Behavior Analysis and Positive Behavior Support WorkA. N. Adams and J. Silva, Washoe County School District, Reno, NVWCSD employs their own personnel qualified in ABA, with the expectation to serve children better by enhancing skillsand abilities at each school campus. How do we do it and how is it going?

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F-09 Nevada 4–5Strand: Families, Mental Health, Individual SupportsIntegrating Positive Behavior Support and Mental HealthApproaches for Comprehensive Family-centered InterventionG. McConnachie, Division of Developmental Disabilities/Dept. of Social & Health Services, Seattle, WA; T. Coleman, S. Remaize, K. Alexander and A. Novak, BeST/Seattle Children’s Home, Seattle, WA; I. Hill, King County Division of Developmental Disabilities, Seattle, WAFamily stresses are high when children with developmental disabilties present severe challenging behaviors. This presenta-tion highlights a successful expansion of PBS by integrating afamily-systems mental health model within family-centered PBS.

F-10 Nevada 6–7Strand: School-wide Systems, Individual StudentsUsing Positive Behavioral Interventions and Supportsas a Dropout Prevention Strategy: New Hampshire’sAPEX ProjectJ. Malloy, University of New Hampshire, Manchester, NH;G. Cormier, Alliance for Community Supports, Inc., Manchester, NHThis presentation will describe the development and implemen-tation of a PBIS model combined with an intensive school-to-career service in order to reduce the dropout rate in two New Hampshire high schools.

F-11 Panel Nevada 11Strand: TrainingTraining and Curriculum in Positive Behavior SupportJ. Zarcone, University of Rochester Medical Center, Rochester, NY; J. Anderson, California State University at East Bay, Hayward, CA; D. Ben Chaabane, Marshall University Autism Training Center, Huntington, WV; L. Riffel, Behavioral Intervention Program, Forest Park, GAPanel members will review strategies for training professionals and paraprofessionals (e.g., direct care staff, staff supervisors, administrators) in principles and procedures of PBS. The chair will facilitate a discussion focusing on successful and less successful strategies that panel members have used and also ideas for improving the reach and sustainability of training. The chair will facilitate audience participation.

F-12 RubyStrand: School-wide SystemsUsing Data to Make Decisions at State, District andSchool LevelsK. Childs, D. Kincaid and H. P. George, University of South Florida, Tampa, FLThis data-based presentation will describe Florida’s efforts to develop a state-wide database system to assist in making decisions at the state, district and school level to promote School-wide Positive Behavior Support.

F-13 ShastaStrand: Training, School-wide SystemsBarriers to Implementing Positive Behaviour Support in the US Capitol RegionG. N. Rathbone, Developmental Support Associates, LLC and Corcoran School of Art and Design, Washington, DC;J. Oppenheim, Developmental Support Associates, LLC and Montgomery County Public Schools, Washington, DCThis paper identifies and explores major barriers to the effective development and delivery of positive behaviour supports in the US Capitol region. The paper then offers some practical solutions for overcoming these barriers.

F-14* Invited Presentation SierraStrand: School-wide SystemsSustaining and Expanding Implementation of School-wide Positive Behavior SupportG. Sugai, University of Connecticut, Storrs, CTThe purpose of this session is to describe strategies and approaches for sustaining and expanding the implementation of school-wide positive behavior support in school districtsand states. Action planning approaches and examples willbe presented.

SESSION G10:00 am – 11:15 am

G-01 Carson 3Strand: School-wide SystemsCreating and Sustaining a District PBS Culture:District-level Implementation and StructuresC. Borgmeier, Portland State University, Portland, OR; S. Loman, Ravenswood City School District, East Palo Alto, CAAn examination of the importance of district-level supports in the development, growth, and sustained implementation of school-wide PBS efforts. Details of sustained implementation of PBS in an at-risk, urban, high-turnover school district will be presented.

G-02 Carson 4Strand: Individual StudentsEducating Regular Teachers for Economies of ABC Practice in the Primary ClassroomF. Bryer, Griffith University, Brisbane, Queensland, AustraliaChildren at socioemotional risk have high alterable capacity to move either up or down the PBS continuum of problem behaviour and proactive intervention. Classroom teachersneed economies of ABC practice to reduce “risky” problem behaviour.

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Session G (cont.)10:00 am – 11:15 am

G-03 Invited Presentation CascadeStrand: Autism20 Ways to Address Behavior of Individuals Across the Autism SpectrumC. Pratt, Indiana Resource Center for Autism, Bloomington, INIndividuals across the autism spectrum who engage in problem-atic behaviors present a tremendous challenge for those who work, live or educate them. This presentation will discuss 20 ideas or considerations when programming for individuals on the autism spectrum. There will be a specific focus on assessing behavior, teaching alternative behaviors and creating positive learning environments. The role of crisis intervention will also be discussed.

G-05 Crystal 2Strand: AutismContextual Fit and Problem Behavior in Children with Autism Spectrum DisordersA. Blakeley-Smith, University of Colorado Health Sciences Center, Denver, CO; S. Cale, The Autism Help Center, Long Island, NY; E. Carr, State University of New York at Stony Brook, Stony Brook, NYThis presentation focuses on how the relationship between personal competency and the performance requirements of the environment impacts problem behavior in children with Autism Spectrum Disorders who display weaknesses in motor, academic, and/or social competency.

G-06 Invited Presentation Crystal 3Strand: Individual SupportsPersonal Paradigm Shifts and Treatment Acceptability:A Comparison of PBS and ABA expertsF. Brown and C. Michaels, Queens College, Queens, NYThe results of a survey of ABA experts that examined their perceptions of treatment acceptability of consequence-based behavioral procedures will be presented. These data will be compared to an earlier study of PBS experts. Data will be presented that compares the responses of these two groups of experts regarding their perceptions of treatment acceptability now and in the past, how it changed across time, and variables that may have contributed to their changes in perceptions(i.e., “personal paradigm shifts”).

G-07 Crystal 4Strand: School-wide SystemsAdvanced Uses of School Wide Information System(SWIS) DataA. W. Todd, R. Horner and N. Sampson, University of Oregon, Eugene, ORThis session will target those who are using SWIS, or serving as SWIS Facilitators. Presentation of new SWIS features, and ap-plication of discipline data for decision-making will be combinedwith discussion about how data systems like SWIS should be improved and used within school improvement efforts.

G-08 McKinleyStrand: Families, Individual StudentsTeaching Parents PBS Principles: Improving Problem Behaviors of Children with Disabilities at HomeK. Peery, L. K. Wilder, T. Dyches and A. Slikova, Brigham Young University, Provo, UTFamilies of children with significant disabilities on the waiting list for state services were offered behavior education through a collaborative effort between state agency and university. PBS provided the framework for the behavioral education. Graduate students taught parents to use functional behavior assessment in developing a behavior plan for their child with disabilities and problem behavior. Parents implemented the behavior plan,teaching their child appropriate alternative behaviors. As a resultof the behavioral education, significant gains were seen in lower-ing children’s inattentive and aggressive problem behaviors.

G-09* Nevada 4–5Strand: School-wide Systems, Individual StudentsUsing Functional Assessment Procedures to Improve the Effectiveness of the Behavior Education Program (BEP)L. S. Hawken and K. S. MacLeod, University of Utah, Salt Lake City, UTThe Behavior Education Program (BEP) is a modified check-in,check-out targeted intervention implemented school-wide with students who are at risk. The purpose of this presentation is to present results of a study examining factors contributing to the effectiveness of the BEP in reducing office discipline referrals with elementary students. Program implementation fidelity information and social validity ratings for the BEP will also be presented. Suggestions for researchers and practitioners inter-ested in implementing the BEP and improving its effectiveness will be provided.

G-10 Nevada 6–7Strand: Academics, Individual StudentsInteractions Between Academic Skills and Problem Behavior: Results from Current Research StudiesB. Putnam, May Institute, Norwood, MA; K. McIntosh, University of Oregon, Eugene, OR; M. K. McKenna, Heartland AEA 11, Johnston, IA; K. J. Filter, Minnesota State University at Mankato, Mankato, MNThis symposium will include three presentations of research studies examining associations between academic and social behaviors. It will also include an overview of the empirical literature and discussions of future directions for researchand practice.

G-11 Nevada 11Strand: Individual SupportsEffects of a Positive Behavioral Approach to Intensive Residential Treatment of Children and AdolescentsT. Smith and F. Vinagre, Devereux Florida, Melbourne, FLThrough the introduction of the Positive Behavior Supports philosophy, we have set in motion an organizational culture change which focuses on positive interactions to promote a culture of respect among our staff and clients.

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G-12* Invited Presentation RubyStrand: AcademicThe Morningside Model of Generative Instruction:A System of Research-based, Best Practices to Improve Student AchievementK. Johnson, Morningside Academy, Seattle, WAFor over 25 years, Morningside Academy has served children and youth in elementary and middle school. The school’s research-based approach and proven success rates have led more than 90 schools and agencies throughout the US and Canada to partner with Morningside for teacher training and instruc-tional consulting. As a result, more than 20,000 students in the US and Canada have benefited from Morningside’s method and curricula. I will present the basic tenets of the Morningside Model of Generative Instruction; an overview of the reading, writing, language, math and content course curricula and in-structional methods that accompany it; and some data showing the substantial gains in student performance that have been achieved by implementing our Generative Instruction model.

G-13 ShastaStrand: Indivdual StudentsDirect and Collateral Effects of The First Step to Success ProgramJ. R. Sprague, University of Oregon, Eugene, ORFirst Step to Success is an early intervention program designed for at-risk young children (Walker, et al., 1997). This study employed a multiple baseline across subjects to assess the direct and collateral behavior change of the program.

G-14 Panel SierraStrand: CommunityStrategies for Funding PBS Implementation Within StatesC. Schall, Virginia Autism Resource Center, Midlothian, VA;D. Jackson, University of Nevada–Reno, Reno, NV; R. Freeman, University of Kansas, Lawrence, KS; T. Knoster, Bloomsburg University, Bloomsburg, PAThis panel will include four professionals who have diverse experiences related to funding PBS strategies in different states. The Chair will highlight how funding mechanisms were discovered within the panel presentations and facilitate a discussion related to how audience members have assessed their states’ funding mechanisms. The purpose will be to provide group-identified guidelines for state self-assessment.

SESSION H11:30 am – 12:45 pm

H-01* Carson 3Strand: ClassroomsDeveloping and Evaluating Class-wide Positive Behavior Support PlansJ. Harrower, California State University, Monterey Bay, Seaside, CAThis session will provide an overview of effective class-wide applications of PBS. Topics to be addressed include self-assessing class-wide behavior support systems, developing and teaching class rules and procedures, developing and imple-menting group and class-wide incentive plans, and correcting and responding to problem behavior.

H-02 Carson 4Strand: Autism, Individual SupportsSocial Skills Training for Individuals with Asperger’s Disorder and Related Social DisabilitiesK. H. Pistacchio, The Groden Center, Inc., Providence, RIA brief overview of Asperger’s Disorder (AD) is provided along with a detailed description of the development and implemen-tation of social skills groups for children and adolescents diagnosed with AD or related social disabilities.

H-03 CascadeStrand: Autism, Individual SupportsFunctional Communication Training: Fostering Communi-cation in Natural Environments for Children with AutismG. R. Mancil, University of Florida, Gainesville, FLCase studies will be used to help practitioners identify, create, and use opportunities in the natural environment (e.g., class-room and playground) to teach functional communication to children with autism who are nonverbal or verbal.

H-05 Crystal 2Strand: School-wide SystemsSustainability of Positive Behavior Supports in Schools:What Features are Necessary to Implement Durable Systems?J. H. Doolittle, University of Oregon, Eugene, ORThe presenter will describe findings from a study of the sustainability of school-wide positive behavior supports(SW-PBS). Quantitative and qualitative analyses led to a model of sustain-ability that has implications for teachers, administra-tors, and researchers.

H-06 Crystal 3Strand: Early InterventionCase Study: Preliminary Results of an Early Childhood Day Treatment Pilot ProgramJ. L. Peterson and R. W. Peterson, Behave’n Day Center, Omaha, NE; R. V. Burke, Girls and Boys Town, Boys Town, NE;B. R. Kuhn, University of Nebraska Medical Center, Omaha, NEFor many, the path to high school dropout status begins early in life. This proposal describes an intensive day treatment program for children with severe behavior disorders, three case studies, supporting partnerships, and initial results.

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Session H (cont.)11:30 am – 12:45 pm

H-08 Invited Presentation McKinleyStrand: AutismPivotal Response Teaching for Children with AutismL. Kern Koegel, Koegel Autism Center, Clinical Psychology Program, Graduate School of Education, University of California, Santa Barbara, CA; C. LaZebnik, Pacific Palisades, CADr. Lynn Kern Koegel and Claire LaZebnik are the co-authorsof “Overcoming Autism” (Viking-Penguin). Dr. Koegel recentlywas featured on the ABC hit program “Supernanny.” They willdiscuss Pivotal Response Treatments developed at the Universityof California, Santa Barbara. In addition, Dr. Koegel will discuss the translation of research into practice and Claire will describe her first-hand experiences raising a child with autism, including the transition from childhood to the teenage years.

H-09 Nevada 4–5Strand: FamiliesWorking with Reluctant Families: Combining PBS with Optimism TrainingM. Hieneman, Positive Family Intervention Project, University of South Florida, St. Petersburg, FLThis presentation will describe pessimism as a potential barrier to effective parent education and an approach entitled “positive family intervention” that combines PBS with optimism training to engage and retain these families.

H-10 Panel Nevada 6–7Strand: School-wide Systems, FamiliesBuilding Systems for Family Participation in SWPBSK. McGough, Colorado Department of Education, Denver CO;C. Jones, Region IX Education Cooperative, Ruidosa, NM;T. Lewis, University of Missouri, Columbia, MO; L. Cherpak, Families Together New York, Albany, NYPanel members will highlight the importance of including families in SWPBS and provide implementation examples. Audience members will be encouraged to share ideas for facilitating family participation in SWPBS.

H-11 Nevada 11Strand: Autism, Individual SupportsPractical Solutions for Supporting People with Disabilities and Alzheimer’sW. Bird, Oregon Technical Assistance Corp., Salem, ORPeople with disabilities who exhibit challenging behavior can test any behavioral specialist. As the population we support ages, more people we support are likely to develop Alzheimer’s or Dementia. This session will introduce the application of Positive Behavior Support adapted for people with disabilities who have been diagnosed with Alzheimer’s or Dementia. The system focuses on being proactive and non-intrusive, while utilizing components from Oregon’s Statewide PBS system, and the Best Friends Approach to Alzheimer’s Care.

H-12* RubyStrand: Individual Students, School-wide SystemsCheck In/Check Out: Empirical Support for a Secondary-Level, Targeted InterventionK. J. Filter, Minnesota State University, Mankato, Mankato, MN; R. Horner and A. W. Todd, University of Oregon, Eugene, OR;M. K. McKenna, Heartland AEA 11, Johnston, IA; S. Fairbanks, University of Connecticut, Storrs, CTData will be presented from three studies investigating the effectiveness and acceptability of the Check In/Check Out (CICO) program. Also, a discussion of the general concept of targeted interventions and how to implement CICO.

H-13 Panel ShastaStrand: AllGaps in the Literature: A Call for Research in Critical AreasG. Sugai, University of Connecticut, Storrs, CT; C. M. Anderson, University of Oregon, Eugene, OR; E. Carr, State University of New York at Stony Brook, Stony Brook, NY; W. Sailor, University of Kansas, Lawrence, KSPanel members will identify existing gaps in the literature supporting PBS. The Chair will facilitate discussion focusing on why addressing research gaps is important and on strategies for beginning to address these gaps.

H-14 Panel SierraStrand: School-wide SystemsBuilding State and District Capacity to Implement SWPBS with FidelityH. P. George, University of South Florida, Tampa, FL;C. J. Liaupsin, University of Arizona, Tucson, AZ; J. R. Sprague, University of Oregon, Eugene, OR; S. Romano, IL PBIS Network, LaGrange Park, ILThe focus of this panel is on helping districts and states build capacity to implement SWPBS on a large scale while also maintaining fidelity of implementation. The panel will discuss strategies for ensuring sustainability of SWPBS across time.

SESSION I2:00 pm – 3:15 pm

I-01 Carson 3Strand: Individual StudentsFunctional Behavior Assessment in Schools: Useful Assessment Tool or Useless Compliance Tool?P. J. Alter, T. M. Scott, M. A. Conroy and A. S. Lampi, University of Florida, Gainesville, FLMany teachers feel unprepared to complete effective functionalbehavior assessments (FBAs). In this presentation a methodologyfor evaluating FBAs is presented and general practices that can improve the efficiency and effectiveness of FBAs are outlined.

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I-02 Panel Carson 4Strand: Community, Mental Health, TrainingEncouraging Interagency CollaborationM. A. Moore, Boulder Valley School District, Boulder, CO;L. Eber, IL PBIS Network, LaGrange Park, IL; S. Barrett, Sheppard Pratt Health System, Baltimore, MD; S. Wessendorf, Iowa Department of Education, Des Moines, IAThis panel will focus on strategies for encouraging inter-agency collaboration related to positive behavior support. Professionals will describe how they are working together across human services to improve communication and expand PBS within their states. The chair will summarize major similarities and differences and facilitate audience discussion and participation.

I-05 Crystal 2Strand: AutismWaking Up to a Better DayK. V. Christodulu, University at Albany, Albany, NYMany children with autism have difficulty falling asleep or have their sleep disturbed frequently throughout the night. The effects of continually not getting enough sleep can have serious consequences for the child. Topics covered in this training session include the nature of sleep, common sleep problems, and effective behavioral interventions to improve even the most difficult sleep problems.

I-07 Crystal 4Strand: School-wide SystemsFrom Inspiration to Perseverance: Making SWPBS Workin Las VegasS. Crozier and M. Tincani, University of Nevada Las Vegas,Las Vegas, NV; B. Mathews, P. Kazee, A. Silva and G. Misel, Clark County School District, Las Vegas, NVSpeakers will discuss school and district level implementation in Las Vegas by trainers, district, and school personnel. A description of challenges and successful strategies will be followed by an interactive audience discussion.

I-08 Panel McKinleyStrand: Individual Students, Individual SupportsTransitioning from School to WorkN. Benito, University of South Florida, Tampa, FL; D. J. Baker, Boggs Center UMDNJ, New Brunswick, NY; B. M. Uhing, Wichita State University, Wichita, KS; B. Flannery, University of Oregon, Eugene, ORPanel speakers will identify critical issues related to assisting individuals transitioning out of the educational system and into work settings. The Chair will guide a discussion focusing on transition planning, facilitating school-community collaboration, and planning for successful transitions.

I-09 Nevada 4–5Strand: School-wide SystemsSchool Factors that Influence the Implementation of School-wide Positive Behavior SupportD. Kincaid and R. Cohen, University of South Florida, Tampa, FLThis presentation will provide an overview of the systems change literature and will provide the results of a current study that assessed the socio-cultural, academic/behavioral, and process factors involved in the implementation of SWPBS.

I-10* Panel Nevada 6–7Strand: AutismEvidence-based Practice in AutismG. Dunlap and K. Berkman, University of South Florida, Tampa, FL; P. Strain, University of Colorado at Denver, Denver, CO;C. Pratt, Indiana Resource Center for Autism, Bloomington, IN; R. Huff, Alta Regional Center, Sacramento, CAThis panel will highlight best practices in the area of autism. Panel members will review state of the art practices, and the Chair will facilitate discussion of areas in need of further research and how evidence-based practices might best be disseminated.

I-11 Nevada 11Strand: School-wide Systems, Individual StudentsStriving for the Top: Implementing School-wide Interventions Targeting the Top 5%E. Walthers, D. Wade, S. Hartsock and K. Barge, Flint Community Schools, Flint, MI; L. Walthers, Genesee Intermediate School District, Flint, MIShare the experiences of two urban elementary schools as they expand their vision of PBS by targeting the most at-risk students. The process of identification, implementation of indi-vidual PBS plans, and interventions will be discussed.

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Session I (cont.)2:00 pm – 3:15 pm

I-13 Panel ShastaStrand: Early InterventionEarly Intervention, PBS, and Systems ChangeL. Fox, University of South Florida, Tampa, FL; A. J. Frey, University of Louisville, Louisville, KY; A. McCart, University of Kansas, Lawrence, KSThis panel will focus on state of the art, evidence-based practicein the area of early intervention. Panel members will discuss the need for PBS with this population and how systems-change and PBS are being applied to Early Intervention, Head Start, and other early childhood programs.

I-14 SierraStrand: School-wide SystemsDeveloping School-wide Consensus for Rules, Routines, Arrangement, and Effective InstructionT. M. Scott, University of Florida, Gainesville, FLThis session presents examples of a process for helping schools to develop consensus as to the particulars of their school-wide plan. Video examples of schools engaged in the process will be used to demonstrate consensus building and the keys to effective instruction of plans.

SESSION J3:30 pm – 4:45 pm

J-01 Carson 3Strand: Individual StudentsProgram-level and Individual Positive Behavior Support for High School Students with DisabilitiesG. A. Tavares, Northern Suburban Special Education District, Highland Park, ILProgram-level and individual positive behavior supports are shared and discussed relative to their implementation within a typical high school targeting students with special needs (e.g., Developmental Disabilities, Autism Spectrum, Downs Syndrome, and severe Learning Disabilities).

J-02 Carson 4Strand: School-wide SystemsAn Analysis of School Contextual Variables as Predictors for PBS SuccessT. M. Scott and E. Landers, University of Florida, Gainesville, FLThis session presents the results of research on how demo-graphic and contextual variables may predict the success of school-wide implementation of PBS in terms of treatment integrity and social and academic outcomes. Implications for PBS implementors and coaches will be discussed.

J-03 CascadeStrand: Families, Individual StudentsOutreach to Parents: Linking PBS-based Social Skills Instruction from School to HomeH. M. Knoff, State Improvement Grant, Arkansas Department of Education–Special Education, Little Rock, ARSocial skills instruction is essential to PBS success. When linking school with home, children doubly benefit. The evidence-based Stop & Think Social Skills school and home approaches are presented, emphasizing parenting and student self-management outcomes.

J-05 Crystal 2Strand: School-wide SystemsScaling up Schoolwide Positive Behavior Support Statewide: The California Best Behavior ProjectS. G. Smith and J. R. Sprague, Institute on Violence and DestructiveBehavior, University of Oregon, Eugene, OR; L. Zeff andS. Morris, Los Angeles Unified School District, Los Angeles, CAThe California Best Behavior project has facilitated the adoption of school-wide PBS practices and local capacity building by providing training, technical assistance, and trainer/facilitator training. This session will describe the processes and data-based outcomes of the project.

J-06 Crystal 3Strand: Early InterventionWeaving Our Rainbow Stories: Integrating PBS into the Early Childhood CurriculumS. E. Lees, Azusa Pacific University, Azusa, CAWeaving Our Rainbow Stories: Integrating PBS into the Early Childhood Curriculum is a multi-media, interactive workshop that will provide early childhood educators with strategies and activities for adapting elements of PBS for early childhood pro-grams and integrating PBS into the early childhood curriculum.Participants will view Weaving Our Rainbow Stories activities, discuss the PBS and developmental principles used, and experience and practice the activities. Participants will receive copies of the activities presented. Outcome data will be shared.

J-07 Crystal 4Strand: School-wide SystemsSchool-wide Behavior Support: Benefits of District-wide ImplementationJ. Cardwell, M. Rich, H. Kegley, T. Spinner and L. Hicks, Delaware City Schools, Delaware, OHWe examine the benefits of district-wide implementation; clarify the role of district-level leadership; and illustrate processes, structures, and supports of district-wide PBS. Participants gain an understanding of PBS as systems change from a district perspective.

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J-08 McKinleyStrand: School-wide Systems, Individual StudentsImproving Outcomes for ALL Students: Integration of Universal, Selected, and Tertiary ProgrammingK. D. Sawka and B. McCurdy, Devereux Center for Effective Schools, King of Prussia, PA; M. George, Centennial School of Lehigh University, Bethlehem, PA; S. Lohrmann, Boggs Centerof Robert Wood Johnson Medical Schools, New Brunswick, NJ;R. March, Effective Educational Practices, Boulder, COIn this symposium, scientist-practitioners will provide a balanced illustration of universal, selected, and tertiary programming using examples from challenging schools in which these approaches are simultaneously implemented and directly linked/coordinated with one another.

J-09 Nevada 4–5Strand: Academics, Individual StudentsExploring the Link Between Behavior and LiteracyT. Gill and K. Batchelor, Putnam/Northern Westchester BOCES, Yorktown Heights, NY; J. Wirth, Learning Center K–8 Program, Yorktown Heights, NYThe Learning Center at Walden is a regional, public school serving the needs of students with behavioral disorders (grades K–12). To alleviate behavioral issues and increase time on task, a two-pronged strategy was implemented: Positive Behavioral Supports and a three-tiered reading program. This workshop will present data related to these initiatives, the linkage between them, and their application in other educational facilities.

J-10 Nevada 6–7Strand: School-wide SystemsCovering the Commonwealth: Addressing Diverse Demographic Issues that Affect Implementation of Effective Schoolwide Discipline Programs Across VirginiaT. Tallent, VDOE Training and Technical Assistance Center at James Madison University, Harrisonburg, VA; T. Landon,S. Wilberger and S. Palko, VDOE Training/Technical Assistance Center at Virginia Commonwealth University, Richmond, VAThe Virginia Department of Education has committed to helping school systems implement Effective Schoolwide Discipline programs. Geography, socio-economic consider-ations, and academic accreditation jointly impact the method-ology used in implementation and are addressed in this session.

J-11 Nevada 11Strand: School-wide Systems, TrainingPreparing Pre-service Educators to Implement Positive Behavior SupportC. K. Baker, Saint Xavier University, Chiacgo, IL; H. B. Bohanon,Loyola University, Chicago, IL; L. Riffel, Georgia PBS Network, Atlanta, GAMuch emphasis has been placed on supporting teachers at the professional development level. Our purpose is to provide a discussion regarding approaches to preparing pre-service teacher education candidates. This presentation is ideal for university instructional personnel.

J-12 RubyStrand: School-wide SystemsClosing the Achievement Gap: Academic and Behavioral StrategiesC. Dickey, Bethel School District, Eugene, OR; C. Cole, Consultant, Eugene, ORBethel School District is one of eight school districts in the state that have been recognized for academic gains for ELL students. Fairfield Elementary School was one of the six schools recognized by Superintendent Susan Castillo for closing the achievement gap. Information will be shared about academic and behavioral strategies that are working in Bethel School District, along with district data showing improvement in behavior and academic gains for students in all subgroups, highlighting hispanic, economically disadvantaged and special education students.

J-13 ShastaStrand: CommunityCreating Continuity for Community-based PBS: Content Analysis of Three States’ Long-term Planning ProcessesM. A. Moore, Boulder Valley School District, Boulder, CO;R. De Pry, University of Colorado, Colorado Springs, CO;R. Freeman, University of Kansas, Lawrence, KS; D. Jackson and C. D. Johnston, University of Nevada, Reno, NVThree states, Colorado, Nevada, and Kansas, have conducted statewide planning using a long-term strategic goal setting process. Questions presented in each of the states include: What is PBS? What are barriers to achieving continuity and access to PBS in the state? What are resources that support continuity and access to PBS across the lifespan? This presenta-tion focuses on the similarities and differences of the three states based on content analysis of the documents generated through the planning process. In addition, one-, two-, and three-year goals for each of the states and similarities and differences in conducting statewide planning are discussed.

J-14 SierraStrand: School-wide SystemsIntegrating Data-based Decisions into the Wraparound Process within a System of School-wide Positive Behavior Supports (PBS)L. Eber, Illinois PBIS Network, La Grange, IL; K. Hyde, Accountability Solutions, LLC, Phoenix, AZStudents with comprehensive emotional/behavioral needs present unique challenges to schools. Many of these students have complex needs across home, school and community settings. This can complicate team development and data-based decision-making. The IL PBIS Network uses an individualized team-based approach for these students known as wraparound and has been developing a data-based decision-making process to assist wraparound team facilitators as they guide team and plan development. This presentation will describe the process, tools, and three-year results of this Web-based system for integrating data-based decision-making into individual student/family wraparound teams. Challenges and dialogue about next steps will be included in the presentation.

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SATURDAY, MARCH 25


RegistrationSkill Building Workshops require an additional registration fee. Attendance is limited. (Tickets are required for all workshop attendees.)

Be sure to check with the conference registration staff if you wish to attend a workshop and have not pre-registered. Last minute openings are always a possibility.

HALF-DAY WORKSHOPSMorning Session8:30 am – 12:30 pm

SWK 101 Carson 3Self-Determination for Individuals with Severe Disabilities and Problem BehaviorFredda Brown and Craig Michaels, Queens CollegeThis presentation will discuss the importance of self-determination for individuals with severe disabilities. Research has demonstrated that increasing individuals’ control over various aspects of their environments can have a positive impact on learning and behavior, and thus on the quality oflife of the individual and his or her family. This presentation will help the audience understand the connection betweenself-determination, control, communication, and problem behaviors. The session will explore how learning environments and instructional and behavioral strategies can either support or prohibit the development of self-determination in individu-als with disabilities. Person-centered planning will be discussed as a strategy for planning and implementing respectful approaches to address severe problem behavior.

SWK 102 Carson 4Acceptance, Mindfulness, and Values: Facing theChallenge of CaringSteve Hayes, University of Nevada RenoEducators, parents, and behavioral health professionals face a considerable psychological challenge in caring for children with disabilities, yet precious little support is generally provided to help meet this challenge. In this workshop we will explore the implications of modern work in behavior therapy and clinicalbehavior analysis on the application of acceptance, mindfulness,and values to the reduction of stress, disentanglement from needlessly critical processes, and the creation of professional empowerment. Instead of trying to reduce stress and creating empowerment by eliminating difficult emotions and thoughts, the present approach will provide concrete, practical skills for doing so by changing our relationship to difficult emotions and thoughts. The psychological flexibility this enables allows us to live our values more powerfully and joyfully, even when the going gets tough.

SWK 103* Nevada 6–7Organizing Systems for Individual Student Supports within the School-wide PBS ApproachRob Horner, University of Oregon and George Sugai, University of ConnecticutParticipants will receive recommendations for organizational systems and supports associated with delivering intensive, individual student behavior support. Administrative organiza-tion, self-assessment strategies, specific functional behavioral assessment and individual program design procedures willbe reviewed.

Saturday at a GlanceMARCH 25, 20068:00 am – 4:30 pm Registration/Information8:30 am – 12:30 pm Half-Day Skill Building Workshops8:30 am – 4:30 pm Full-Day Skill Building Workshop1:00 pm – 5:00 pm Half-Day Skill Building Workshops

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SWK 104 Nevada 4–5Person-Centered Planning and PBSDon Kincaid and Karen Childs, University of South FloridaThis workshop will describe how person-centered planning approaches can improve the contextual fit of positive behavior support plans. The participants will review several person-centered planning approaches and understand the strengths and limitations of each approach. Participants will practice the development of some critical frames in a team process. Several case studies will also be presented for the participants to review. Participants will also have opportunities to ask questions about issues or concerns with the application of person-centered planning approaches.

SWK 105 CascadeIssues and Strategies for Supporting Individuals on the Autism SpectrumCathy Pratt, Indiana Resource Center for AutismProfessionals and family members who interact and support individuals on the autism spectrum who engage in problematic behaviors often have many challenges to address. This workshop focuses on common behavioral and support issues. Strategies for assessing problematic behaviors and the role of crisis management are highlighted. A major focus of the workshop will be on teaching alternative behaviors and techniques for building these skills. Long-term support issues will also be highlighted.

SWK 106 RubyTraining, Supervising, and Motivating Staff Use of Positive Behavior SupportDenny Reid, Carolina Behavior Analysis and Support CenterThis workshop will describe evidence-based practices for pro-moting staff application of Positive Behavior Support (PBS). Workshop topics focus on key staff skills for increasing consumer enjoyment and preventing challenging behavior. Step-by-step means will be described and demonstrated for training staff in the key skills along with appropriately carrying out behavior support plans, supporting desired staff perfor-mance, and correcting inadequate performance. Exampleswill be provided based on use of the AAMR PBS Training Curriculum.

SWK 107* ShastaBiobehavioral Issues and Problem Behavior: Behavioral Phenotypes, Medication, and GeneticsJennifer Zarcone, University of Rochester Medical CenterA number of individuals engage in problem behavior that is not clearly linked to environmental factors, and in these cases biological factors may play an important role. This workshop will provide an introduction to the ways in which biologically-based issues affect problem behavior, explain the difficulties in diagnosing mental illness in individuals with developmental disabilities, discuss issues related to psychotropic medications, and describe how interdisciplinary teams can work together to develop interventions that address biological variables.

HALF-DAY WORKSHOPSAfternoon Sessions1:00 pm – 5:00 pm

SWK 108* RubyAdding Research-based Curricular and Instructional Methods to Your School or AgencyKent Johnson, Morningside AcademyResearch has shown that effective curriculum and instruction practices can substantially reduce discipline problems in class-rooms and schools. This workshop will provide a detailed overview of the Morningside Model of Generative Instruction, and the research-based reading, writing, and mathematicscurricula and instructional methods that accompany it. Throughthe aegis of Morningside Teachers’ Academy, we have developedpartnerships with over 90 schools and agencies throughout the US and Canada in the past 15 years. Visit our Website (www.morningsideacademy.org) for a detailed description, including the specific curricula and instructional methods that we help a school to implement, and the substantial gains in student performance that our partner schools have achieved.

SWK 109 ShastaImplementing Positive Behavior Support in Programs for Incarcerated JuvenilesC. Michael Nelson, University of KentuckyThis workshop will provide an overview of issues regarding theimplementation of positive behavior support in secure detentionfacilities for juvenile offenders. Advantages, barriers, and imple-mentation strategies will be discussed, and participants will be given tools to evaluate their program’s readiness to implement positive behavior support, as well as access to resources.

FULL-DAY WORKSHOPMorning Sessions8:30 am – 4:30 pm

SWK 110 SierraWriting Behavioral Intervention Plans based on Functional Behavior AssessmentsLaura Riffel, Behavioral Intervention ProgramDr. Riffel, director of the Behavioral Intervention Program, will present an all-day workshop. Participants will use real data to learn how to analyze functional behavior assessments to make decisions for quality behavioral intervention plans. Participants will receive the 104-page “FBA to BIP Workbook” and the 105-page book, “Positive Interventions and Effective Strategies.” Participants will also receive access to a database tool that graphs the results of ABC data.

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Index to Presenters

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Index to Presenters

AAdams, A. N. 28Albin, R. W. 17Alexander, K. 29Allison, K. 22Alter, P. J. 24, 32Anderson, C. 18Anderson, C. M. 16, 32Anderson, D. H. 15Anderson, J. L. 14, 21, 29Angello, L. 22

BBailey, A. 14Baker, C. K. 28, 35Baker, D. J. 21, 33Baker, E. 22Baker, E. M. 17Bambara, L. 16, 22Bannerman Juracek, D. 21Barge, K. 33Barnabas, E. 16Barnard, S. J. 24Barrett, C. 28Barrett, S. 16, 17, 21, 33Batchelor, K. 35Battle, D. A. 22Beasley, J. 28Bell, D. 17Benito, N. 33Ben Chaabane, D. 29Bergles, K. S. 22Berkman, K. 33Bessette, K. 26Bird, J. 22Bird, W. 32Blakeley-Smith, A. 18, 30Bleiweiss, J. D. 17Blevins, L. 22Blum, C. H. 21Blumberg, E. R. 21Boettner, J. 23Bohanon, H. B. 17, 19, 35Bolyard, T. 23Borgmeier, C. 16, 29Bovey, T. 18, 20Bowman, R. A. 17Brown, A. 18Brown, F. 30, 36Bryer, F. 29Buckman, E. 14Bugar, D. 23Burke, R. V. 19, 31Butterworth, J. 17Butz, J. 22

CCaldarella, P. 26Cale, S. 18, 30Cardwell, J. 34Carey Henderson, T. 15Carr, E. 13, 17, 18, 30, 32Castillo, E. 13Cheney, D. 21Cherpak, L. 26, 32Childs, K. 20, 21, 29, 37Christiansen, K. 20Christodulu, K. V. 33Clarke, S. 16, 19Coats, S. 28Coble Lindsey, B. 21Cohen, R. 20, 33Cole, C. 35Coleman, T. 29Conroy, M. A. 32Cordeau, M. 28Cormier, G. 29Coutinho, M. 23Crimmins, D. 14Crozier, S. 33Cummings, L. E. 15

DDavidson, D. 24Davis, C. A. 20Davis, L. 13DelGaudi, M. B. 19Dewhirst, M. 16, 21De Pry, R. 15, 19, 35Dickens-Wright, L. L. 22Dickey, C. 18, 35Donadio, S. 18Doolittle, J. H. 31Dowling, J. 14Duchnowski, A. 16, 19Duda, M. 16, 19Dunlap, G. 13, 15, 33Dunlap, K. 28Dyches, T. 30

EEber, L. 33, 35Englebrick, L. 13English, C. 20Erbas, D. 13, 15

FFairbanks, S. 32Farrell, A. F. 14Fenning, P. 17, 19Fenty, N. S. 20Ferro, J. 13, 24, 25Filter, K. J. 30, 32Finlinson, L. 18

Flannery, B. 33Flores, Y. 24Fox, J. 22Fox, L. 19, 34Franklin, N. 26Frea, W. D. 25, 28Freeman, R. 16, 31, 35Frey, A. J. 18, 34

GGalloway, R. 18Gannon, J. 26Geller, N. 23George, H. P. 15, 21, 29, 32George, M. 35Gill, T. 35Giordano, K. 22Goh, A. 22Goldberg, S. J. 14Golomb, S. 17Goodwin, K. 28Griggs, P. 13Grskovic, J. A. 25Guardino, D. M. 26Gulchak, D. J. 22

HHagedorn, M. J. 22Hagie, C. M. 23Hancock, G. 22Harper, C. 28Harrower, J. 31Hartsock, S. 33Hawken, L. S. 30Haydon, T. F. 24, 25Hayes, S. C. 17, 19, 36Hays, D. 18Heitzman-Powell, L. 26Helmboldt, E. 15Hemann, C. 23Hendley, S. 23, 24Herrmann, K. 15Hicks, L. 34Hieneman, M. 21, 32Hill, I. 29Hodges, K. 23Horner, R. 14, 30, 32, 36Huff, N. 25Huff, R. 33Hughes, M. A. 23Humphreys, T. 18Hunter, C. 23Hurren, B. L. 23Hyde, K. 35

IIovannone, R. 18, 20Ireland, B. 26

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JJackson, A. 23, 24Jackson, D. 13, 23, 31, 35Jackson, J. 17Jagus, K. 23Janney, D. 13, 25Jeffrey, J. L. 23Johnson,, J. W. 23Johnson, K. 15, 31, 37Johnson, S. 19Johnston, C. D. 13, 23, 35Jones, C. 32Jones, S. 24

KKazee, P. 33Kegley, H. 34Kelly, E. 14Kennedy, M. J. 17, 22Kern, L. 22Kern Koegel, L. 32Kidder, M. G. 17Kim, S. E. 25Kimbrough, P. 20Kincaid, D. 20, 21, 29, 33, 37Knoff, H. M. 14, 34Knoll, M. J. 18Knoster, T. 31Krohn, B. 14Kuhn, B. R. 31Kuykendall, S. 18

LLadd, M. V. 17Lampi, A. S. 32Landers, E. 34Landon, T. 35Landrey, A. 28LaRoy, F. 28LaRoy, J. 28Laurier, L. 24LaZebnik, C. 32Leaf, P. 16Lechtenberger, D. 23, 24Lee, C. 24Lees, S. E. 18, 34Lewis, B. 23Lewis, T. 32Lewis-Palmer, T. 13Liaupsin, C. J. 13, 24, 25, 32Liber, D. 28Lingo, A. S. 18Lohrmann, S. 35Loman, S. 29Long, E. S. 24Lovell, L. A. 24Lucyshyn, J. M. 17, 19

MMackowski, D. 20MacLeod, K. S. 30Malloy, J. M. 17, 29Mancil, G. R. 24, 25, 31Maraffa, D. 28March, R. 18, 35Marhenke, L. 28Marquardt Westlake, L. L. 25Martinez, S. 15Mastracchio, E. M. 26Mathews, B. 33Mathie, H. 18Matthews, A. 28Mattiace, L. 23McCart, A. 13, 15, 16, 20, 21, 34McConnachie, G. 29McCormick, T. 16McCurdy, B. L. 23, 35McGinnis, B. 24McGough, K. 15, 32McGrath Davis, C. 25McIntosh, K. 16, 30McKenna, M. 16McKenna, M. K. 30, 32Melbourne, S. 22Michaels, C. 30, 36Miller, D. N. 20Miller, F. J. 24Miller, M. A. 20Mirenda, P. 14Misel, G. 33Mitchell, L. M. 28Moore, C. 24Moore, M. A. 16, 21, 33, 35Mootz, J. 18Morgan, D. 18Morris, S. 26, 34Munk, J. H. 15

NNajib, F. 28Nelson, C. M. 37Newcomer, L. 13Nonnemacher, S. 16Novak, A. 29Ntinas, K. M. 19

OO’Neill Fichtner, L. 19Oakes, J. 24Oats, R. 19Oliver, P. 18, 20Oppenheim, J. 29Ostrosky, M. 15Oswald, D. 23Owen-DeSchryver, J. 28

PPalko, S. 35Panyan, M. 18Parr, J. L. 17Payne, L. D. 20Peery, K. 30Perez, C. L. 14Perrin, N. 16Peterson, J. L. 31Peterson, R. W. 31Pettersson, H. 18Pistacchio, K. H. 31Powell, W. 19Pratt, C. 30, 33, 37Prescod, P. 24Purcell, E. 18, 20Putnam, B. 15, 30

RRamsey, A. 18, 20Rathbone, G. N. 29Rawls, I. 18Reid, D. 19, 37Remaize, S. 29Rey, J. 25Rich, M. 34Richardson, M. J. 26Riffel, L. 29, 35, 37Roberts, K. 24Robinson, M. L. 17Rodriguez Toyos, I. 15Roger, B. 15Romano, S. 16, 32Russell, D. L. 24

SSailor, W. 15, 32Salls, M. M. 23, 24Sampson, N. 30Sappington, G. R. 14Sawka, K. D. 20, 35Schall, C. 15, 31Schinzel, H. 24Schoenfeld, N. A. 22Schwartz, I. S. 20Scott, T. M. 15, 20, 32, 34Sessions, C. 18Shapiro, R. L. 19Shepard, S. 14Shively-Le, J. 25Shoob, D. 22Shutts, L. 26Silva, A. 33Silva, J. 28Slikova, A. 30Smith, P. W. 14Smith, S. 20

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Reno Hilton Floor Plan

Smith, S. G. 34Smith, T. 23, 30Smith, T. G. 26Sokol, N. G. 16Spell, L. 18Spinner, T. 34Sprague, J. R. 31, 32, 34Staats, S. 24Stahr, B. 13, 25Starosta, K. 16State, T. 16Stewart, K. 20Stiller, B. 18Strain, P. 18, 20, 33Stuart, C. B. 25Sugai, G. 29, 32Sumi, W. 21Symon, J. B. 25, 28

TTallent, T. 35Tallman, K. 18Tavares, G. A. 34Thier, K. 22, 25Thomas, J. 20Thompson, C. L. 25Thrift, E. 22Tincani, M. 33Tobin, T. J. 20Todd, A. W. 30, 32Trzcinka, S. M. 25

Turan, Y. 13, 15Turetsky, Y. 14Tyrrell, A. L. 16, 25

UUhing, B. M. 28, 33Umbreit, J. 13, 24, 25Upreti, G. 13, 24, 25

VVanderbilt, A. A. 24, 25Vaughn, B. J. 14, 19Velasquez-Bryant, N. 13Velez, E. 25Vinagre, F. 30Vincent, C. G. 26Vogl, A. 24

WWade, D. 33Wagner, M. 21Walker, H. 21Wallace, M. L. 26Walthers, E. 33Walthers, L. 33Wang, E. 23, 24Warner, B. 24Washburn, K. R. 20Webb, B. J. 28Webb, I. 22Wehby, J. 21

Weise, L. 25Wells, T. 28Wessendorf, S. 18, 33West, R. P. 26Wheatley, R. K. 26White, E. 19White, R. 26Wilberger, S. 35Wilder, L. K. 30Williams, C. 26Willis, B. 22Wills, H. 26Wilson, K. 18, 20Wirth, J. 35Wolf, N. 13Woodbridge, M. 21Wright, J. 23

YYoder, T. 15Young, B. J. 26Young, C. A. 13Young, E. L. 26Young, K. 26Young, K. R. 15, 26

ZZarcone, J. 19, 29, 37Zeff, L. 26, 34Ziegler, M. 28

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Index to PresentersPositive Behavior Support: The Expanding W

orld of PBS: Science, Values, and Vision

Reno Hilton Floor Plan

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